Anger and Associated Experiences of Sadness, Fear, Valence, Arousal, and Dominance Evoked by Visual Scenes

Anger is a basic emotion experienced in several aversive situations. In this study, the relation between Anger, Fear, and Sadness, as well as the dimensions of Valence, Arousal, and Dominance, were examined. It was hypothesized that pictures showing an Intention to Harm would evoke not only Anger, but also Fear and Sadness, and that this would be correlated with low Valence, high Arousal, and high Dominance. To this end, 45 healthy volunteers (25 women and 20 men; M age=272 yr" SD = 9.5) recorded appraisals for each of these emotional experience while viewing 120 pictures selected from the International Affective Picture System, Data were analyzed with a linear mixed model and a hierarchical classes approach to identify differences and corrclations between emotional categories. Results indicate that those pictures showing Intention to Harm generate higher Anger and Fear, while pictures representing Frustration of Goals leads to higher Sadness. In addition, high Anger, Fear, and Sadness are associated with low Valence, moderate Arousal, and high Dominance. These findings suggest that the experience of Anger requires the inference of the other' s mental and physical state and need the regulation of cognitive and affective systems acting together. The study of this emotion should consider both categorical and dimensional approaches in order to define its coherent features

Evaluative conditioning affects the subsequent acquisition of differential fear conditioning as indexed by electrodermal responding and stimulus evaluations

It is currently unclear whether the acquisition of negative stimulus valence in evaluative and fear conditioning paradigms is interrelated or independent. The present study used a transfer paradigm to address this question. Three groups of participants were trained in a picture-picture evaluative conditioning paradigm before completing acquisition of differential fear conditioning using graphical shapes as conditional stimuli (CSs). In group congruent, the shape used as CS+ (paired with the US during fear conditioning) was paired with negative pictures, whereas the shape used as CS− (presented alone during fear conditioning) was paired with positive pictures. In group incongruent, the shape used as CS+ was paired with positive pictures, whereas the shape used as CS− was paired with negative pictures. In group different, different shapes were employed in evaluative and fear conditioning. Acquisition of differential electrodermal responses emerged within fewer acquisition trials in groups congruent and different than in group incongruent. Transfer of evaluative learning across paradigms was evident only after removal of participants who failed to display evaluative conditioning. The current research indicates that stimulus valence acquired during evaluative conditioning transfers to fear conditioning and will differentially affect the acquisition of fear learning as indexed by subjective evaluations and electrodermal responses. The findings suggest that evaluative and fear conditioning are not independent