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REPRESSION AND SENSITIZATION OF EMOTIONAL STIMULI – SYSTEMATICAL REVIEW (Tlumienie i wyolbrzymianie bodzców emocjonalnych - próba systematyzacji badan)

100%
Kleszczewska-Albinska A.
Psychological Studies
|
2008
|
vol. 46
|
issue 3
5-16
EN
The main idea of this article is to introduce the concept of repression and sensitization as it is understood in the field of cognitive psychology. The typology, according to which people can be divided into four types: repressors, low-anxious, high-anxious, and defensive high-anxious (sensitizers) is presented. Also presented is the critical analysis of the research based on the four-types classification. Attention is directed to ambiguous results, based on some terminological as well as methodological misunderstandings of the typology. The last part of the text is devoted to unresolved issues and possibilities for development of this branch of psychological research.
2

DIFFERENCES IN RESPONSE TIMES IN THE RECOGNITION OF BLURRED VISUAL STIMULI IN REPRESSORS AND SENSITIZERS

88%
Proyer R. T., Ortner T. M., Kubinger K. D., Turnheim C.
Studia Psychologica
|
2007
|
vol. 49
|
issue 2
145-153
EN
Repression and sensitization define two cognitive styles for coping with threatening stimuli. In this study differences in reaction times to recognize blurred visual stimuli were investigated. These stimuli were presented on a computer screen in the continuously refining grid patterns, which first show totally blurred neutral, pleasant and unpleasant pictures. The person tested is asked to stop the refining, as soon as s/he thinks that they know what is on the picture. This computerized setting was applied to a sample of N = 183 persons who also filled out the Mainz Coping Inventory (Krohne, Egloff, 1999). According to the differences in reaction time between pleasant and unpleasant stimuli, the groups of repressors and sensitizers can be identified. No relevant correlations between the differences in perception times and the questionnaire were found. This might be related to the different approaches of two assessment techniques (perception and reaction modalities). The results are discussed in terms of their practical applicability. The guidelines for further research projects, and further development are given.
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