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Montesquieu hypothesis and football: players from hot countries are more expressive after scoring a goal

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Sorokowski P., Sorokowska A., Onyishi I. E., Szarota P.
Polish Psychological Bulletin
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2013
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vol. 44
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issue 4
421-430
EN
Analysis of sportsmen behavior enabled the authors to conduct simultaneous analysis of emotional expression of people from many distinct countries and cultures. In the study, participants from Nigeria and Poland watched all the goals scored in group matches of the 1998, 2002 and 2006 World Cups and assessed the emotions players expressed after scoring each goal on three scales (happiness, anger, and excitement). Based on the assessment of the participants, emotional expression of football players from 51 countries was analyzed. Basing on “Montesquieu hypothesis”, it was shown that players born in warmer climates (controlling for HDI of their country) express more excitement and happiness after scoring a goal. Further cross-cultural differences were also found. The results are discussed in context of previous cross-cultural studies regarding emotional expression.
2
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Observing Teachers’ Emotional Expression in Their Interaction with Students

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Prosen S., Smrtnik Vitulić H., Poljšak Škraban O.
The New Educational Review
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2013
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vol. 31
75-85
EN
The purpose of the study is to establish the types of emotions that are expressed by primary school teachers, their frequency, and the situations that trigger them. Teachers were observed by primary education students during their practical work at school. The observations of 108 teachers in 93 primary schools in Slovenia were analysed. The results show that teachers express a variety of emotions with the unpleasant ones prevailing. Anger was the most frequently expressed emotion. The situations that triggered emotions were varied. Among them, students’ discipline and academic achievement triggered the majority of pleasant and unpleasant emotions in teachers.
3
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Emotions are not a private matter: Introduction to a special issue on emotions in interpersonal relationships

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Wróbel M., Olszanowski M.
Roczniki Psychologiczne
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2019
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vol. 22
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issue 1
9-14
EN
Although emotions are frequently treated as highly intimate experiences, much empirical evidence indicates that they primarily play interpersonal functions. Here, we briefly review this evidence and argue that the relationship between emotions and social interactions may be bi-directional (that is, emotions may both influence and be influenced by social factors). The papers included in this special issue illustrate this bidirectionality with examples coming from studies on social judgments, emotional contagion, emotional regulation, empathy, and emotion vocalization. Taken together, these papers show that emotions and interpersonal relationships are inextricably intertwined.
4
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Sztuka i ekspresja plastyczna na drodze poznania dziecka – próba konstrukcji narzędzia

72%
Krasoń K.
Edukacja Elementarna w Teorii i Praktyce
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2016
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vol. 11
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issue 3(41)
67-82
PL
Artykuł podejmuje próbę skonstruowania autorskiego narzędzia deskrypcji dziecięcego procesu tworzenia dzieła plastycznego oraz oceny finalnego efektu tego procesu, jakim jest wytwór wizualny. Poszukiwanie sposobów poznawania dziecka jest jednym z zasadniczych wyzwań współczesnej pedagogiki wczesnoszkolnej, zwłaszcza kiedy podejmujemy kwestie wsparcia rozwoju najmłodszych o specjalnych potrzebach edukacyjnych. Wymiar terapii implikuje bowiem konieczność dogłębnej diagnozy wychowanka, przy czym w tym kontekście istotny jest każdy przejaw jego funkcjonowania, w tym także ekspresja estetyczna. W części pierwszej Autorka skupia się przede wszystkim na wyjaśnieniu, czym jest ekspresja, zwłaszcza emocjonalna, będąca podstawą działań arteterapeutycznych. Dokonuje również przeglądu opracowań dotyczących terapii ekspresyjnej. Zaprezentowane narzędzie deskrypcji dziecięcego procesu tworzenia dzieła plastycznego jest propozycją zapisu danych potrzebnych do postawienia diagnozy. Artykuł jest adresowany przede wszystkim do wykwalifikowanych terapeutów, jest też głosem w dyskusji na temat kompetencji diagnostycznych nauczycieli i pedagogów szkolnych pracujących z dziećmi, których jedną z form ekspresji jest ekspresja artystyczna.
EN
The article attempts to design a proprietary tool to describe the child’s process of creating a work of art and to assess the final effect of this process, namely the visual product. Finding methods of understanding the child is one of the basic challenges of modern early school pedagogy, especially when the issues of support for the development of the youngest are tackled together with those with special educational needs. The dimension of therapy implies the necessity of in-depth diagnosis of the child, with every aspect of his or her functioning being important in this context, including aesthetic expression. In the first part, the author concentrates primarily on an explanation of what expression means, especially in the emotional terms which appear fundamental for art therapeutic activities. The author also makes an overview of issues on expressive therapy. The tool for the description of a child’s art creation process presented proposes the data record needed in order to make a diagnosis. The article is addressed primarily to qualified therapists. It is also a voice in the discussion on the diagnostic competences of teachers and school pedagogues who work with children whose main form of expression is the artistic.
5
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Rozpoznawanie emocji innych ludzi przez osoby z autyzmem – przegląd badań

72%
Stępień M., Pisula E.
Człowiek - Niepełnosprawność - Społeczeństwo
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2013
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issue 4(22)
99-115
PL
Od końca lat 80. XX w. przeprowadzono wiele badań nad zdolnością osób z autyzmem do rozpoznawania emocji u innych ludzi. Jednakże wyniki tych badań nie są spójne, a badacze nie są zgodni co do tego, czy i w jakim zakresie odbiór emocji przez osoby z autyzmem różni się od rozpoznawania emocji przez osoby rozwijające się prawidłowo. Niniejsza praca zawiera przegląd badań dotyczących rozpoznawania emocji przez osoby z zaburzeniami ze spektrum autyzmu, w tym znaczenia rodzaju emocji (prostych lub złożonych i społecznych), inteligencji oraz zdolności werbalnych w rozpoznawaniu stanów emocjonalnych, a także rozwoju umiejętności rozpoznawania emocji.
EN
Since the end of the 1980s, a lot of studies have been conducted to examine the ability to recognize others’ emotions in people with autism spectrum disorders. However, the results of these studies are inconsistent and there is no consensus as to whether and how emotion perception in individuals with autism differs from emotion recognition in typically developing people. The aim of this article is to present a review of research on emotion recognition in individuals with autism spectrum disorders, including the importance of emotion types (basic or complex emotions and social emotions), intelligence and verbal skills in emotion recognition as well as the development of emotion recognition ability.
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