Reconsidering the relation between regret and responsibility

decision making;consumer behavior

Bullying and Belonging: Teachers’ Reports of School Aggression

esearch on bullying has confirmed that social identity processes and group-based emotions are pertinent to children’s responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology by examining group processes in qualitative reports of bullying provided by teachers. Fifty-one teachers completed an internet-based survey about a bullying incident at a school where they worked. Thematic analysis of survey responses concerned two core themes in the reports: (a) children ganging up on another child and (b) children sticking together to protect each other. There was evidence that children act in specific ways, in line with social identity processes, in order to support or resist bullying. There was also evidence that teachers understand bullying to be a group phenomenon. The implications of these findings for anti-bullying interventions are discussed

Social referencing and social appraisal: commentary on the Clément and Dukes (2016) and Walle et al. (2016) articles

We comment on two articles on social referencing and social appraisal. We agree with Walle, Reschke, and Knothe’s (2017) argument that at one level of analysis, social referencing and social appraisal are functionally equivalent: In both cases, another person’s emotional expression is observed and this expression informs the observer’s own emotional reactions and behavior. However, we also agree with Clément and Dukes’s (2017) view that (at another level of analysis), there is an important difference between social referencing and social appraisal. We also argue that they are likely to occur at different stages of emotion process

Emotion recognition in simulated social interactions

Social context plays an important role in everyday emotional interactions, and others' faces often provide contextual cues in social situations. Investigating this complex social process is a challenge that can be addressed with the use of computergenerated facial expressions. In the current research, we use synthesized facial expressions to investigate the influence of socioaffective inferential mechanisms on the recognition of social emotions. Participants judged blends of facial expressions of shame-sadness, or of anger-disgust, in a target avatar face presented at the center of a screen while a contextual avatar face expressed an emotion (disgust, contempt, sadness) or remained neutral. The dynamics of the facial expressions and the head/gaze movements of the two avatars were manipulated in order to create an interaction in which the two avatars shared eye gaze only in the social interaction condition. Results of Experiment 1 revealed that when the avatars engaged in social interaction, target expression blends of shame and sadness were perceived as expressing more shame if the contextual face expressed disgust and more sadness when the contextual face expressed sadness. Interestingly, perceptions of shame were not enhanced when the contextual face expressed contempt. The latter finding is probably attributable to the low recognition rates for the expression of contempt observed in Experiment 2

Emotional reactions to the outcomes of decisions: The role of counterfactual thought in the experience of regret and disappointment

decision making;consumer behavior