Reflect, (re)act and interact: the roles of shame, guilt and social access in adolescent aggression

Experiencing shame and guilt is painful but these emotions have an important social function. They prevent socially inappropriate behaviors as they make us aware of norms and values that are necessary for creating and maintaining social harmony. Participation in the social world is crucial for the development of shame and guilt, and less access to the social world could therefore be detrimental to this development. In this thesis, the influence of access to the social world on the development of self-conscious emotions is examined in two groups with less access to the social world: adolescents with an autism spectrum disorder (ASD) and adolescents with hearing loss. In addition, this thesis aimed to unravel the longitudinal contributions of shame and guilt on the development of adolescent aggression. Adolescents with diminished access to the social world reported lower levels of shame and guilt. The longitudinal relationships applied to both adolescent with diminished access and typically developing adolescents. It was demonstrated that shame is a risk factor for the development of reactive aggression, and that guilt is an inhibiting force on the development of bullying and proactive aggression-VIDI grant NWO toegekend aan C. Rieffe -ZonMW Innovation and Development programPathways through Adolescenc

Rotor parameter determination for the brushless doubly fed (induction) machine

A procedure has been established for obtaining equivalent circuit parameters for the Brushless Doubly Fed Machine (BDFM), also known as the Brushless Doubly Fed Induction Machine (DFIM), by transforming a reduced coupled-circuit model into a sequence component form. This approach takes advantage of the model reduction procedure’s ability to reduce a complex rotor structure to a single equivalent loop without significant loss of accuracy. An alternative method based on winding factors has also been developed and includes coupling via harmonic fields. Parameters determined in both ways are in close agreement with those determined from Finite Element Analysis (FEA) and experimentally. The advantages of each method is discussed in the conclusion section.This work was supported by the European Union's Seventh Framework Programme managed by REA – Research Executive Agency (FP7/2007_2013) under Grant Agreement N.315485.This is the author accepted manuscript. The final version is available from IEEE via http://dx.doi.org/10.1049/iet-epa.2015.002

Bidirectional relationships between bullying, victimization and emotion experience in boys with and without autism

Adolescents with autism are more often victims of bullying than peers without autism. Although prior work indicates that emotions play an important role, bidirectional relationships are yet unknown. This study examines the longitudinal associations of anger, fear, guilt and shame with being victimized and bullying others in adolescent boys with and without autism. On three occasions (9 months in between) 169 boys (43% with autism, 11.6 years at T1) completed self-reports.Findings show that more anger and less guilt predicted bullying behaviour, and vice versa, in both groups. In addition, more anger and fear predicted victimization. Fear was a stronger predictor in boys without autism. In turn, victimization predicted more anger, fear and shame. Especially, boys with autism reported more anger after being bullied, suggesting a tenacious vicious circle: these youngsters are likely to be angered when being bullied, which, in turn, makes them a target for bullies. Our findings provide new theoretical insights in the role emotions play in the emergence and maintenance of victimization/bullying others in boys with and without autism.Pathways through Adolescenc

Use of the Brief Shame and Guilt Questionnaire in Deaf and Hard of Hearing Children and Adolescents

No assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while these self-conscious emotions might play a role in the frequently noted social and behavioral problems in this group. Therefore, the aim of this study was to validate the Brief Shame and Guilt Questionnaire (BSGQ) in DHH children. In addition, we examined associations of shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic behaviors. A sum of 225 hearing (Mage= 11.62 years) and 108 DHH (Mage= 11.82 years) participants completed the self-report BSGQ. Multigroup confirmatory factor analysis confirmed the two-factor structure (i.e., shame and guilt) of the BSGQ in the DHH group. Measurement invariance was established across both groups. However, the DHH group reported lower levels of self-conscious emotions in comparison with the hearing group. The BSGQ showed good concurrent validity, where shame was associated with higher levels of social anxiety and lower levels of self-esteem, and guilt was associated with lower levels of delinquency and psychopathic behavior in both groups. Future research should investigate the potential behavioral consequences of lower reported levels of self-conscious emotions in DHH youth

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Pathways through Adolescenc

Use of the Brief Shame and Guilt Questionnaire in deaf and hard of hearing children and adolescents

No assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while theseself-conscious emotions might play a role in the frequently noted social and behavioral problems in this group. Therefore,the aim of this study was to validate the Brief Shame and Guilt Questionnaire (BSGQ) in DHH children. In addition, weexamined associations of shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic behaviors. Asum of 225 hearing (Mage = 11.62 years) and 108 DHH (Mage = 11.82 years) participants completed the self-report BSGQ.Multigroup confirmatory factor analysis confirmed the two-factor structure (i.e., shame and guilt) of the BSGQ in the DHHgroup. Measurement invariance was established across both groups. However, the DHH group reported lower levels ofself-conscious emotions in comparison with the hearing group. The BSGQ showed good concurrent validity, where shamewas associated with higher levels of social anxiety and lower levels of self-esteem, and guilt was associated with lowerlevels of delinquency and psychopathic behavior in both groups. Future research should investigate the potential behavioralconsequences of lower reported levels of self-conscious emotions in DHH youth.Pathways through Adolescenc

Simple mindreading abilities predict complex theory of mind: developmental delay in autism spectrum disorders

Theory of Mind (ToM) is impaired in individuals with Autism Spectrum Disorders (ASD). The aims of this study were to: i) examine the developmental trajectories of ToM abilities in two different mentalizing tasks in children with ASD compared to TD children; and ii) to assess if a ToM simple test known as Eyes-test could predict performance on the more advanced ToM task, i.e. Comic Strip test. Based on a sample of 37 children with ASD and 55 TD children, our results revealed slower development at varying rates in all ToM measures in children with ASD, with delayed onset compared to TD children. These results could stimulate new treatments for social abilities, which would lessen the social deficit in ASD

Neural Responses to Truth Telling and Risk Propensity under Asymmetric Information

This research was supported by the Laureate Institute for Brain Research and the William K. Warren Foundation. The funders had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript.Trust is multi-dimensional because it can be characterized by subjective trust, trust antecedent, and behavioral trust. Previous research has investigated functional brain responses to subjective trust (e.g., a judgment of trustworthiness) or behavioral trust (e.g., decisions to trust) in perfect information, where all relevant information is available to all participants. In contrast, we conducted a novel examination of the patterns of functional brain activity to a trust antecedent, specifically truth telling, in asymmetric information, where one individual has more information than others, with the effect of varying risk propensity. We used functional magnetic resonance imaging (fMRI) and recruited 13 adults, who played the Communication Game, where they served as the “Sender” and chose either truth telling (true advice) or lie telling (false advice) regarding the best payment allocation for their partner. Our behavioral results revealed that subjects with recreational high risk tended to choose true advice. Moreover, fMRI results yielded that the choices of true advice were associated with increased cortical activation in the anterior rostral medial and frontopolar prefrontal cortices, middle frontal cortex, temporoparietal junction, and precuneus. Furthermore, when we specifically evaluated a role of the bilateral amygdala as the region of interest (ROI), decreased amygdala response was associated with high risk propensity, regardless of truth telling or lying. In conclusion, our results have implications for how differential functions of the cortical areas may contribute to the neural processing of truth telling.Yeshttp://www.plosone.org/static/editorial#pee

The roles of shame and guilt in the development of aggression in adolescents with and without hearing loss

This longitudinal study examined how shame and guilt contribute to the development of reactive and proactive aggression in adolescents with and without hearing loss. Adolescents between 9 and 16 years old (adolescents with hearing loss (n = 80; Mage = 11.91) and without hearing loss (n = 227; Mage = 11.63)) completed self-reports on three occasions with an interval of 9 months. Mixed model analyses revealed that both reactive aggression and proactive aggression decreased with age, whereas shame and guilt peaked in early adolescence. Adolescents with hearing loss reported higher levels of proactive aggression, lower levels of shame and guilt, and showed protracted development for guilt compared to their hearing peers. In both groups, shame contributed to an increase in reactive aggression, whereas guilt contributed to a decrease in proactive aggression. These longitudinal associations highlight the unique role that shame and guilt play in the development of adolescent aggression.Pathways through Adolescenc