Sentences with phrase «affective experience in»

Not exact matches

Some of these affective experiences manifest in the mind's outermost «thinking» layers, called the neocortex.

And finally, for both, perception, especially in its basic forms, involves an element of affective response to the object — a response that is an integral part of the basic experience rather than «a reflective reaction derived from the original perception» (AI 228).

The first factor is especially obvious on the higher levels of experience, but the affective response, as integral part of the experience (rather than as reflective reaction), predominates in the more primitive forms.

As Dewey so well pointed out, there is an affective tone in all things experienced, even those that rarely if ever come to the focus of attention.

An essential factor in every prehension is its «subjective form — the affective tone with which that subject now experiences that object.

Even in a circumstance involving two separate contexts or horizons, that of the text itself and that of its readers temporally, linguistically and culturally removed from it, distanciation can not prevent appropriation from experiencing affective affinity with the fullness of the otherness of the text.

God, so understood, is not only the chief causative principle, although He is not by any means the only such principle (since there is freedom of decision throughout the world - order); He is also the supreme affective reality, because what happens in the world, by precisely such free decision and its results, makes a difference to and (if we may put it so) contributes to the divine principle in providing further opportunities for advance as well as in enriching the experience of the divine itself or himself.

The ground of the specific assurance in religious dogmas is then an affective experience.

If a woman does not want or desire children or if she is not capable of reproducing affective tie or maternal love or experiences a dissatisfaction in motherhood then this is the result of a developmental problem and of poor adjustment to her feminine psycho sexual identity.

In particular, Panksepp's work has focused on «the possibility that our most commonly used animal subjects, laboratory rodents, may have social - joy type experiences during their playful activities and that an important communicative - affective component of that process, which invigorates social engagement, is a primordial form of laughter.»

In fact, up to 9 % of North Americans living at more northern latitudes experience symptoms severe enough to warrant a clinical diagnosis of seasonal affective disorder (SAD) and even more suffer from milder cases of the winter blues.

In a 2014 study in the journal Social Cognitive and Affective Neuroscience, researchers examined 15 participants with no prior meditation experiencIn a 2014 study in the journal Social Cognitive and Affective Neuroscience, researchers examined 15 participants with no prior meditation experiencin the journal Social Cognitive and Affective Neuroscience, researchers examined 15 participants with no prior meditation experience.

Seasonal Affective Disorder, or SAD, is usually experienced by adults in the winter, ultimately resulting in depression.

In transforming statistical data into multisensory abstractions, while the details of data may be harder to access in the abstract, the affective nature of the experience prompts critical awareness, deep inquiry, and reflectioIn transforming statistical data into multisensory abstractions, while the details of data may be harder to access in the abstract, the affective nature of the experience prompts critical awareness, deep inquiry, and reflectioin the abstract, the affective nature of the experience prompts critical awareness, deep inquiry, and reflection.

Light therapy provides relief for anyone on the winter blues spectrum, from those who experience a drop in their mood and energy to those with Seasonal Affective Disorder (SAD) who are so badly affected that it disrupts their ability to manage their daily routine.

The scenario tends to result in negative affective experiences.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

Recognize that early adolescents share common affective needs, but experience them in differing ways.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

In the wintertime, many humans experience seasonal affective disorder, or SAD, an issue associated with lethargy due to short, cold days.

Ferrer's dedication to drawing in a jamboree of affective expression and material honesty attempts to close the gap between being and telling and strategizes a reconciliation between the vitality of human experience and the contemporary network culture to which it necessarily signals.

Their art is based on intensive affective involvement in experience.

From a young age, Usborne experienced a deep emotional affinity with animals of all kind, a fact that is evident in his surprisingly affective portraits of dogs.

Built as an immersive environment, The smile of the snake plays between the physical and semiotic materialisation of language, as well as the «plastic shaping process» that occurs between meaning and sensation afforded to a viewer in the internal and external experience of something immersive and affective.

The moving image works presented in A Minute Ago use different formal approaches to capturing, retelling and sharing an individual moment, playing with the affective nature of a momentary experience.

But as experimental studies show, it's possible to disable or blunt culture's heuristic influence: when people's cultural identities are affirmed, they don't experience the threatening affective response, or are less influenced by it, as they consider information that challenges beliefs that pre-dominate in their group; when they can't discern a consistent connection between the cultural identity of advocates and positions on some risk issue, they can't simply adopt the position of the advocate whom they perceive as having values most like theirs.»

When these parents get stuck in their own «defensive and entangled organization of thought» (Crandell, Fitzgerald, & Whipple, 1997, p. 250), they prevent their children from integrating certain affective experiences and behaviors.

The Positive Affect and Negative Affect Schedule (Watson et al., 1988; Terracciano et al., 2003) assessed the affective components of subjective well - being by requiring participants to indicate on a 5 - point Likert scale to what extent (1 = very slightly, 5 = extremely) they generally experienced 20 adjectives describing affective states (10 for positive affect and 10 for negative affect) during a specific period («in this moment, today, last week, last month, or generally»).

At the symbolic level, fostering is considered to be a sort of «second psychological birth», in that the foster family makes itself and its resources available to heal the child's primary affective damage, thereby giving rise to a «bond to heal the bond» (Greco & Iafrate, 2001), to the «renewal» of devastated experience and an improved self - esteem (Nunziante Cesaro & Ferraro, 1992; Saviane Kaneklin, 1995).

In humans, both the HPA system and the autonomic nervous system show developmental changes in infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmIn humans, both the HPA system and the autonomic nervous system show developmental changes in infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthma.

Extreme affective lability, which is experienced by patients with bipolar disorder, may have contributed to the significant HRV dysregulation in these patients.

The assumptions that the interventions should be easy to do and that marital therapy should primarily be a positive affective experience are equally important because, in my experience, many clients are afraid of and reluctant to participate in marital or couples therapy.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Stress regulation in children is important for understanding the development and prevention of psychiatric disorders.1 Environmental factors that operate at key points in development may shape affective and behavioral regulation and hypothalamic - pituitary - adrenal (HPA) axis function in children, much as environmental factors have been shown to shape HPA regulation in rodents and nonhuman primates.2 Early experiences in rodents exert lifelong organizing effects on stress responsivity.

For example, the unfamiliar setting or negative prior medical experiences may affect child behavior, resulting in heightened stranger anxiety, negative affect, dampened affect, and / or restricted affective range.

Moreover, the patterns of activation and deactivation of brain regions in response to affective stimuli or in the course of mildly anxiogenic tasks vary quantitatively across subjects and can be predicted in part by individual differences in proneness to experience negative emotionality and anxiety, and by some polymorphic genes that influence behavior.

Attentional orienting skills, in particular, have been identified as a critical component of the regulatory process, since orienting has the direct effect of amplifying, at a neural level, the stimuli toward which attention is directed, changing the affective experience of the individual.17 Thus, orienting skills assist in the management of both negative and positive emotions, and consequently in the development of adaptive control of emotion and behaviour.

Based on the literature in older children, it was hypothesized that preschoolers with a greater family history of affective disorders, who experienced more stressful life events, or who had greater comorbidity would be at an increased risk for recurrent and more severe depressive episodes during a 24 - month period.

Analysis of day - to - day trajectories of affective experience showed a decrease in anxiety and increase in calmness.

[jounal] Pollak, S. D. / 2003 / Experience ‐ Dependent Affective Learning and Risk for Psychopathology in Children / Annals of the New York Academy of Sciences 1008 (1): 102 ~ 111

In our first study, we found that mothers of children rated higher on CU traits tended to have affective attitudes that were less accepting of children's experience and expression of emotions.

Sixty adolescents (M age = 13.24, SD = 1.03, 66.7 % female) with high (HD) and low (LD) depressive symptoms rated the predominant affective expression in ambiguous stimuli with varying intensity (happy - sad, happy - angry, sad - angry) prior to and following a negative (social rejection), positive (social inclusion), or no social experience with the depicted model identities.

The cognitive and affective approach in Control Mastery Theory is based on forming a relationship with the counselor where a client can test these beliefs and experience a different response.

For their first slider rating, 17 older and 8 younger participants indicated that they were in a neutral or positive mood and accordingly were classified as rapid regulators, whereas 17 older and 17 younger adults still reported experiencing a negative affective state — they were classified as nonregulators.

Additionally, with more years of emotion regulation experience, young rapidly regulating individuals may come to resemble their older counterparts both in affective profile and in their ability to sustain a regulated positive mood over a prolonged period of time.

In his words: «Many of the ancient, evolutionary derived brain systems all mammals share still serve as the foundations for the deeply experienced affective proclivities of the human mind.»

According to the tenets of Afrocentric teaching — which harnesses the skills African American children bring to schools to engage them in the classroom experience (Ford & Kea 2009)-- combining music with creative movement, mime, and dance is a form of expression for many African American children and engages them in shared affective experiences that are useful for empathy development (Boykin 1994; Laird 2015).

Living in a particular «affective climate» promotes children's experience and expression of specific emotions.

She has extensive experience working with people experiencing change, transition, grief, affective challenges and in midwifing transformation of habitual behaviors, trauma responses and addictive patterns.

It is important to reiterate the results in which there is an association between violence in the affective - sexual relationships of adolescents and previous experiences of violence, whether it be as a victim or as a spectator.