Calidad de vida relacionada con la salud y los estados de ánimo en estudiantes de instituciones educativas de Antioquia, Colombia / Quality of life related to the health and mood states of students in educational institutions from Antioquia, Colombia / Qualidade de vida relacionada à saúde e ao humor em estudantes de instituições de ensino em Antioquia, Colômbia

Introducción: La calidad de vida relacionada con la salud (CVRS) y los estados de ánimo son indicadores cruciales del bienestar en adolescentes, pero su relación con estudiantes de Antioquia, Colombia, no ha sido ampliamente estudiada. Objetivo: Determinar la CVRS y los estados de ánimo en escolares de Antioquia-Colombia. Materiales y métodos: Estudio transversal con 1957 escolares de 9 a 20 años. Se aplicaron mediciones de CVRS, ansiedad, depresión, hostilidad y alegría, actividad física, comportamiento sedentario, apoyo social de padres y nivel socioeconómico. Resultados: La calidad de vida alta (CVA) es más elevada en hombres, personas con alegría, estudiantes con apoyo de padres, activos físicamente y personas de nivel socioeconómico alto y medio. AL aumentar un año de edad, disminuye en un 15 % la CVA, y al aumentar la depresión, la ansiedad y el comportamiento sedentario disminuye la CVA. Además, los niveles de depresión y ansiedad son mayores en mujeres, estudiantes mayores, sin apoyo de los padres y personas sedentarias. Conclusiones: La CVRS se asocia con estados de ánimo, actividad física, comportamiento sedentario y apoyo de los padres; mientras que los estados de ánimo se asocian con el sexo, el apoyo de los padres, la CVS y el sedentarismo.

Introduction: Even though health-related quality of life (HRQL) and mood states are key indicators of the well-being of adolescents, their relationship has not been analyzed in students from Antioquia, Colombia. Objective: To determine HRQL and mood states in schoolchildren from Antioquia. Materials and methods: A cross-sectional study was conducted on 1,957 schoolchildren and adolescents aged between 9 and 20 years. Measurements of HRQL, anxiety, depression, hostility and happiness, physical activity, sedentary behavior, parental social support, and socioeconomic status were applied. Results: A high quality of life (HQL) was observed more frequently in male participants, students with parental support, physically active, and those belonging to medium and high socioeconomic status. HQL decreased 15% as their age increased by one year. Also, HQL was reduced when depression, anxiety, and sedentary behavior increased. Furthermore, depression and anxiety levels were higher in women, older students, as well as in those without parental control and with sedentary behavior. Conclusions: HRQL is associated with mood states, physical activity, sedentary behavior, and parental support. In contrast, mood states are related to gender, parental support, HQL, and sedentary lifestyle.

Introdução: A qualidade de vida relacionada à saúde (CVRS) e os estados de humor são indicadores cruciais de bem-estar em adolescentes, mas sua relação com estudantes de Antioquia, Colômbia, não foi amplamente estudada. Objetivo: Determinar a CVRS e os estados de humor em escolares de Antioquia-Colômbia. Materiais e métodos: Estudo transversal com 1.957 escolares de 9 a 20 anos. Foram aplicadas medidas de QVRS, ansiedade, depressão, hostilidade e felicidade, atividade física, comportamento sedentário, apoio social dos pais e nível socioeconômico. Resultados: A alta qualidade de vida (CVA) é maior em homens, pessoas com alegria, estudantes com apoio parental, fisicamente ativos e pessoas de nível socioeconômico alto e médio. À medida que a idade aumenta em um ano, diminui em 15% o CVA, e ao aumentar a depressão, a ansiedade e o comportamento sedentário aumentam, o CVA diminui. Além disso, os níveis de depressão e ansiedade são mais elevados nas mulheres, nos estudantes mais velhos, sem apoio dos pais e nas pessoas sedentárias. Conclusões: A QVRS está associada a estados de humor, atividade física, comportamento sedentário e apoio parental; enquanto os estados de humor estão associados ao sexo, apoio parental, CVS e estilo de vida sedentário.

Teacher Emotion Inventory: validación en una muestra de profesorado español / Teacher Emotion Inventory: validation in a sample of Spanish teachers

Antecedentes: La escala Teacher Emotion Inventory (TEI) es un instrumento que evalúa emociones discretas experimentadas por el profesorado en el proceso de enseñanza-aprendizaje. El objetivo de este estudio es examinar las propiedades psicométricas de la versión breve española de la escala Teacher Emotion Inventory (TEI-BSV) en una muestra de 567 profesores (65.5% son mujeres), con edades comprendidas entre 25 y 65 años (M = 46.04; DT = 9.09). Método: Tras su adaptación mediante traducción inversa, el profesorado completó una batería que incluía el TEI-BSV, un cuestionario de inteligencia emocional, dos escalas de bienestar subjetivo, una escala sobre burnout y una escala sobre engagement. Resultados: Los resultados mostraron una consistencia interna adecuada de las subescalas del TEI-BSV. Los análisis factoriales (exploratorio y confirmatorio) proporcionaron pruebas de que el TEI-BSV tiene una estructura de cuatro factores con un buen ajuste, frente a la estructura de cinco factores original. Se han hallado evidencias de validez convergente, así como de validez criterial e incremental del TEI-BSV. Conclusiones: el TEI-BSV podría ser una herramienta útil para la evaluación ecológica de las emociones discretas del profesorado en su contexto laboral.(AU)

Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M= 46.04; SD= 9.09). Methods: After adaptation through back-translation, the teachers com-pleted a battery of tests included in the TEI-BSV: an emotional intelli-gence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirma-tory factor analyses provided evidence that the TEI-BSV has a four-factor structure with good adjustment, as opposed to the original five-factor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assess-ment of teachers' discrete emotions in the context of their workplace.(AU)

Feeling good mother/father and other regimes.LGBT people’s emotions and parenthoods / Sentirse buena madre/buen padre y otros regímenes. Emociones y parentalidades de personas LGBT

En el presente artículo analizamos y discutimos la dimension emocional que las personas LGBT asocian al ejercicio de la maternidad/paternidad. Basadas en las teorías feministas y las contribuciones de la subalternidad y la interseccionalidad, aplicamos el método biográfico, en un proceso de investigación dialógico-recursivo. Las personas participantes fueron 21 personas LGBT e informantes clave, pertenecientes a la academia, la psicoterapia, la política, y el activismo de la diversidad, de Chile (16), Mexico (4), y Colombia (1); entre 21 y 57 años, con una media de edad de 37.19 y una desviación estándar de 10.03. Encontramos emociones relacionadas al mandato social de “ser una buena madre/un buen padre”; emociones resultantes de la situación de desprotección social y legal; y emociones devenidas de la experiencia de parentalidad. Concluimos que las dinámicas de represión/resistencia atraviesan los cuerpos y las emociones son un aspecto fundamental de esta encarnación; dado ello, el desarrollo de investigaciones enfocadas en emociones puede abrir caminos para alcanzar sociedades más justas a través del cultivo de la sentimentalidad como elemento base de las relaciones que nos mantienen como miembros dignos de la sociedad y considerando el efecto performativo de las demandas emocionales.(AU)

In this article, we analyze and discuss the emotional dimension that LGBT people associate with the exercise of motherhood/fatherhood. Based on feminist theory and subalternity and intersectionality theory con-tributions, we applied the biographical method to a dialogical-recursive in-vestigative process. Participants were 21 LGBT people and key informants, belonging to academia, psychotherapy, politics, and diversity activism, over 18 years old, from Chile (16), Mexico (4), and Colombia (1); the partici-pantswere people between 21 and 57 years of age, with a mean age of 37.19 and a standard deviation of 10.03. We found emotions related to the social mandate to "be a good mother/father"; emotions resulting from so-cial situations such as discrimination and legal lack of protection, and emo-tions derived from the parenting experience. We conclude that repres-sion/resistance dynamics go through the bodies, and emotions are funda-mental to this incarnation. Given this, the development of research fo-cused on emotion can open ways to achieve more just societies through cultivated sentimentality, societies aware of the type of bonds that keep us as worthy members of a society and the performative effect of our emo-tional demands.(AU)

The emotion of gratitude as a mediator between subjective happiness, positive and negative affect and satisfaction with life in Spanish adults / La emoción de gratitud como mediadora entre la felicidad subjetiva, el afecto positivo y negativo y la satisfacción con la vida en adultos españoles

El presente estudio investigó si la satisfacción con la vida se predice a partir de la felicidad subjetiva, afectos positivos y negativos, alteración psicológica y emociones de gratitud y si la emoción de gratitud está mediando la relación con la felicidad subjetiva, los afectos y la satisfacción con la vida. Se hicieron correlación de Pearson, pruebas de regresión lineal múltiple y modelos de mediación en una muestra de 1537 adultos españoles, 73.6% mujeres y 26.4% hombres, edad 18-88 años (M = 42.56 años; DT = 16.29). Se halló que las emociones de gratitud median la relación entre felicidad subjetiva y satisfacción con la vida y entre los afectos positivos y la satisfacción con la vida. Los afectos positivos son los que más se relacionan con la satisfacción con la vida, seguidos por la felicidad subjetiva y las emociones de gratitud. Los hombres están más satisfechos con la vida cuando sienten menos afecto negativo. Además, las emociones de gratitud median la relación entre felicidad subjetiva y satisfacción con la vida y entre los afectos positivos y la satisfacción con la vida. La diferencia principal radica en que las emociones de gratitud son más fuertes en las mujeres que en los hombres.(AU)

This study aims to examine the predictability of satisfaction with life on the basis of subjective happiness, positive and negative affect, psy-chological disturbance and emotion of gratitude. It also seeks to assess whether the emotion of gratitude is a mediating variable withsubjective happiness, affect, and satisfaction with life. Statistical analyses of Pearson'scorrelation, multiple linear regression tests, and mediation models were conducted on asample of 1537 Spanish adults, 73.6% were females, 26.4% males, age between 18-88 yearsold (M = 42.56; SD = 16.29). The emo-tions of gratitude were found to mediate therelationship between subjec-tive happiness and satisfaction with life and between positiveaffect and satisfaction with life. Of the variables studied, positive affect is the most related tosatisfaction with life, followed by subjective happiness and emo-tions of gratitude. Maleparticipants are more satisfied with life when they feel the less negative affect. Regardingmediation models, emotions of grat-itude mediate the relationship between subjectivehappiness and satisfac-tion with life and between positive affect and satisfaction with life. Themaindifferenceis thatemotions of gratitudearestronger infemalesthan in males.(AU)

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children.

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3-5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

The effectiveness of a contextually grounded social emotional learning program in Haiti: A pilot cluster randomized control trial.

Social emotional learning (SEL) has a robust evidence basis, but there remains a large gap in literature on the effectiveness of programs across educational settings in low- and middle-income countries and conflict-affected settings. The present study was a pilot trial aimed at evaluating the effects of a classroom based SEL program on dimensions of classroom climate and individual student social emotional skills. In the present study, fourth through sixth grade classrooms in 10 schools (N = 39 teachers, 75.68% female; N = 1048 students, 62.3% female) were randomly allocated to the SEL or wait-list control condition. The SEL program was associated with significant improvements in teacher reports of student achievement orientation (dr = 1.21) and responsible decision-making (dr = 0.49). There were no significant differences between conditions on peer sensitivity, teacher-pupil interactions, student interpersonal skills, or overall social emotional skills. Findings suggest that this community-developed, contextually relevant SEL curriculum may hold promise even in the context of ongoing adversity, including the COVID-19 pandemic and heightened insecurity due to political violence.

Is in-kind kinder than cash? The impact of money vs. food aid on social emotions and aid take-up.

Over the past decade, there has been a shift in the way charities deliver humanitarian aid. Historically, the most prevalent way to help the global poor was by providing in-kind asset transfers. Recently, alternatives to in-kind aid, such as cash aid, have been increasing in prevalence. Although there has been widespread endorsement from the academic community and the public on the popularizing model of giving cash aid, one perspective remains untouched: the recipient's perspective. Thus, the present research explores how food-insecure individuals feel when receiving money vs. in-kind food aid to help meet their hunger and nutrition needs. Specifically, we explore the degree of positive (e.g., feeling cared for) and negative (e.g., feeling ashamed) social emotions felt when receiving the aid opportunity and how willing recipients are to accept monetary (vs. food) aid. Results from five preregistered experiments (N = 3,110)-a field experiment in Kenya and four online experiments in the United States-find that monetary (vs. food) aid elicits comparatively more of a market-pricing relationship and less of a communal sharing relationship and, hence, makes people feel less positive and more negative social emotions when receiving the help. Subsequently, recipients are less likely to take up monetary (vs. food) aid from a charity. However, we find that this effect does not persist when receiving government aid: Recipients are similarly willing to accept money and in-kind food aid from the government. This research suggests that future scholarship ought to examine ways to improve psychological experiences when receiving money from charity.

Neural dynamics of pain modulation by emotional valence.

Definitions of human pain acknowledge at least two dimensions of pain, affective and sensory, described as separable and thus potentially differentially modifiable. Using electroencephalography, we investigated perceptual and neural changes of emotional pain modulation in healthy individuals. Painful electrical stimuli were applied after presentation of priming emotional pictures (negative, neutral, positive) and followed by pain intensity and unpleasantness ratings. We found that perceptual and neural event-related potential responses to painful stimulation were significantly modulated by emotional valence. Specifically, pain unpleasantness but not pain intensity ratings were increased when pain was preceded by negative compared to neutral or positive pictures. Amplitudes of N2 were higher when pain was preceded by neutral compared to negative and positive pictures, and P2 amplitudes were higher for negative compared to neutral and positive pictures. In addition, a hierarchical regression analysis revealed that P2 alone and not N2, predicted pain perception. Finally, source analysis showed the anterior cingulate cortex and the thalamus as main spatial clusters accounting for the neural changes in pain processing. These findings provide evidence for a separation of the sensory and affective dimensions of pain and open new perspectives for mechanisms of pain modulation.

Temperament in Early Childhood Is Associated With Gut Microbiota Composition and Diversity.

Temperament is a key predictor of human mental health and cognitive and emotional development. Although human fear behavior is reportedly associated with gut microbiome in infancy, infant gut microbiota changes dramatically during the first 5 years, when the diversity and composition of gut microbiome are established. This period is crucial for the development of the prefrontal cortex, which is involved in emotion regulation. Therefore, this study investigated the relationship between temperament and gut microbiota in 284 preschool children aged 3-4 years. Child temperament was assessed by maternal reports of the Children's Behavior Questionnaire. Gut microbiota (alpha/beta diversity and genera abundance) was evaluated using 16S rRNA sequencing of stool samples. A low abundance of anti-inflammatory bacteria (e.g., Faecalibacterium) and a high abundance of pro-inflammatory bacteria (e.g., Eggerthella, Flavonifractor) were associated with higher negative emotionality and stress response (i.e., negative affectivity, ß = -0.17, p = 0.004) and lower positive emotionality and reward-seeking (i.e., surgency/extraversion, ß = 0.15, p = 0.013). Additionally, gut microbiota diversity was associated with speed of response initiation (i.e., impulsivity, a specific aspect of surgency/extraversion, ß = 0.16, p = 0.008). This study provides insight into the biological mechanisms of temperament and takes important steps toward identifying predictive markers of psychological/emotional risk.

"Spicy Touch": Cross-modal associations between hand-feel touch and capsaicin-induced oral irritation.

The influence of extrinsic hand-feel touch cues on consumer experiences in food and beverage consumption is well established. However, their impact on trigeminal perception, particularly the oral irritation caused by capsaicin or spicy foods, is less understood. This study aimed to determine the existence of cross-modal associations between hand-feel touch and capsaicin-induced oral irritation. This study investigated whether these potential associations were driven by the sensory contributions of the hand-feel tactile materials (measured by instrumental physical parameters) or by affective responses (evaluated through hedonic scales and the self-reported emotion questionnaire, EsSense Profile®, by consumers). In our study, 96 participants tasted a capsaicin solution while engaging with nine hand-feel tactile materials, i.e., cardboard, linen, rattan, silicone, stainless steel, sandpaper (fine), sandpaper (rough), sponge, and towel. They subsequently rated their liking and emotional responses, perceived intensity of oral irritation, and the congruency between hand-feel tactile sensation and oral irritation. Instrumental measurements characterized the surface texture of the hand-feel tactile materials, which were correlated with the collected sensory data. The results revealed that unique cross-modal associations between hand-feel touch and capsaicin-induced oral irritation. Specifically, while sandpapers demonstrated high congruence with the sensation of oral irritation, stainless steel was found to be least congruent. These associations were influenced by both the common emotional responses ("active," "aggressive," "daring," "energetic," "guilty," and "worried") evoked by the hand-feel tactile materials and the capsaicin, as well as by participants' liking for the hand-feel tactile materials and the characteristics of the surface textures. This study provides empirical evidence of the cross-modality between hand-feel tactile sensations and capsaicin-induced oral irritation, opening new avenues for future research in this area.

Paths of cognitive and social-emotional delays before age three in rural China: Predictive power on skills at preschool age.

Cognitive and social-emotional development in the first three years of life is associated with later skills. However, little is known about the paths of developmental delays in both cognitive and social-emotional skills before age 3 or to what extent these paths predict later developmental outcomes. The aim of this study is to examine the associations between the different paths of developmental delays in both cognitive and social-emotional skills of children before age 3 and the levels of development of the children when they are preschool age. Using a longitudinal data collected at three time points from 1245 children and their caregivers in rural China, we identified four different paths of developmental delays in cognitive and social-emotional before age 3 and examined how these paths are associated with different levels of developmental outcomes at preschool age. We used a non-parametric standardization approach and an ordinary least squares model to perform our analyses. Findings show that rates of developmental delays in either cognitive or social-emotional domain or both domains are high at all different time points, ranging from 20% to 55% for cognitive delays and 42% to 61% for social-emotional delays. Over half of children experienced deteriorating levels of either cognitive or social-emotional development before age 3. A large share of children was found to be persistently delayed in either domain. Only a small share of children raised their levels of development in either domain before age 3. In addition, we identified certain socioeconomic status of the family that are associated with never or deteriorating path of child developmental delays. More importantly, we revealed that different paths of developmental delays before age 3 have predictive power on different levels of developmental outcomes at preschool age. Our results suggest that actions are needed at the earliest times to improve child development when children are still infants or toddlers.

Using machine learning to predict judgments on Western visual art along content-representational and formal-perceptual attributes.

Art research has long aimed to unravel the complex associations between specific attributes, such as color, complexity, and emotional expressiveness, and art judgments, including beauty, creativity, and liking. However, the fundamental distinction between attributes as inherent characteristics or features of the artwork and judgments as subjective evaluations remains an exciting topic. This paper reviews the literature of the last half century, to identify key attributes, and employs machine learning, specifically Gradient Boosted Decision Trees (GBDT), to predict 13 art judgments along 17 attributes. Ratings from 78 art novice participants were collected for 54 Western artworks. Our GBDT models successfully predicted 13 judgments significantly. Notably, judged creativity and disturbing/irritating judgments showed the highest predictability, with the models explaining 31% and 32% of the variance, respectively. The attributes emotional expressiveness, valence, symbolism, as well as complexity emerged as consistent and significant contributors to the models' performance. Content-representational attributes played a more prominent role than formal-perceptual attributes. Moreover, we found in some cases non-linear relationships between attributes and judgments with sudden inclines or declines around medium levels of the rating scales. By uncovering these underlying patterns and dynamics in art judgment behavior, our research provides valuable insights to advance the understanding of aesthetic experiences considering visual art, inform cultural practices, and inspire future research in the field of art appreciation.

Using the online version of the Trier Social Stress Test to investigate the effect of acute stress on functional lateralization.

How stress affects functional hemispheric asymmetries is relevant because stress represents a risk factor for the development of mental disorders and various mental disorders are associated with atypical lateralization. Using three lateralization tasks, we investigated whether functional hemispheric asymmetries in the form of hemispheric dominance for language (verbal dichotic listening task), emotion processing (emotional dichotic listening task), and visuo-spatial attention (line bisection task) were affected by acute stress in healthy adults. One hundred twenty right-handed men and women performed these lateralization tasks in randomized order after exposure to a mild online stressor (i.e., an online variant of the Trier Social Stress Test (TSST), TSST-OL) and a non-stressful online control task (friendly TSST-OL, fTSST-OL) in a within-subjects design. Importantly, the verbal and the emotional dichotic listening tasks were presented online whereas the line bisection task was completed in paper-pencil form. During these tasks, we found the expected hemispheric asymmetries, indicating that online versions of both the verbal and the emotional dichotic listening task can be used to measure functional hemispheric asymmetries in language and emotion processing remotely. Even though subjective and physiological markers confirmed the success of the online stress manipulation, replicating previous studies, we found no stress-induced effect on functional hemispheric asymmetries. Thus, in healthy participants, functional hemispheric asymmetries do not seem to change flexibly in response to acute stress.

Unlocking the core revision of writing assessment: EFL learner' emotional transformation from form focus to content orientation.

BACKGROUND: The process of revising writing has provided valuable insights into both learners' written output and their cognitive processes during revision. Research has acknowledged the emotional dimension of writing revision, yet no studies have delved into models that connect all of these domains. Given the interplay between these domains, it is crucial to explore potential associations between writing revision and writing quality in terms of emotions. PURPOSE: This study aims to shed light on the emotional shifts that occur as learners transition from a focus on form to an emphasis on content, refining fundamental aspects of writing revision, and investigating potential challenges and strategies. METHODS: A total of 320 Chinese-speaking learners (188 female and 132 male) participated in weekly writing classes. We used subsequent investigation aimed to probe the specific writing revision practices contributing to both form and content revisions and semi-structured interview from collection, representation, marking, and stimulated recall to elicit participants' perspectives on various aspects, including the number of writing revisions, recurring errors, emotional processes, efficacy of writing revision, cognition of writing revision, attitudes towards writing revision, and emotional changes. RESULTS: The findings reveal a positive correlation between writing revision and the quality of writing. EFL learners' rationale for revising centered on the imperative need to address new structural nuances or incorporate additional elements such as vocabulary, spelling, and punctuation. Additionally, form revision garnered significantly lower scores compared to content revision. Finally, EFL learners deduced the form revision governing target content through repeated revisions of the manuscript throughout the time points. CONCLUSIONS: The results indicate that the outcomes of form-focused revision or content-oriented approaches are linked to the quality of writing and contribute to the development of writing skills. Moreover, psychological processes assist English as a Foreign Language (EFL) learners in enhancing their self-efficacy in language acquisition. IMPLICATIONS: This study contributes to the existing body of knowledge by highlighting the importance of understanding the emotional dimensions of writing revision. The practical implications of these findings extend to both learners and educators, offering insights into how to enhance self-efficacy in language learning and teaching.

[Exposure to noise at home, emotional behaviour, and attention deficit hyperactivity disorder in 9-year-old children].

BACKGROUND: The purpose of this study was to assess the relationship between noise disturbance at home, sleep disturbance, and neurodevelopmental problems in 9-year-old children. MATERIAL AND METHODS: Noise exposure (frequency) perceived by 430 9-year-old children from the INMA cohort in Valencia, Spain, were reported by their mothers. The risk of developing attention deficit hyperactivity disorder, as well as internalizing and externalizing problems, were assessed using the Child Behaviour Checklist. RESULTS: The risk of internalizing (18%) and externalizing problems (11.7%) was higher compared to the risk of developing attention deficit hyperactivity disorder (1.4%) and were more prevalent in boys than in girls. The most common and bothersome noise exposures were generated at home (50.8-55.3%) and by neighbours (24.5%). The risk of neurodevelopmental problems was associated with sleep disturbances, particularly in relation with attention deficit hyperactivity disorder (16.1 vs 4%; p<0.001), with no differences observed between sex. Sleep disturbances were significantly more common in children exposed to noise from household or neighbours. High levels of noise exposure from street traffic and neighbours were linked to an increased risk of attention deficit hyperactivity disorder, while noise from other children at home was associated with a higher risk of internalizing and externalizing problems. These effects remained consistent even after adjusting for sleep disturbances. CONCLUSIONS: High levels of noise annoyance from various sources perceived at home are differently associated with the risks of different neurodevelopmental problems in 9-year-old boys and girls, with sleep disturbances not influencing this relationship.

The influence of emotional feedback material type on attentional capture at different presentation times.

OBJECTIVE: This study aimed to explore the influence of emotional feedback materials on attentional capture at different presentation times and to investigate the mechanisms of positive and negative attentional biases. METHODS: Two experiments were conducted. Experiment 1 recruited 47 participants, and Experiment 2 recruited 46 participants. Emotional facial images and emotional words were used as feedback materials. A learning-testing paradigm was employed to explore the effect of emotional feedback materials on attentional capture at different presentation times (1000 ms/100 ms). RESULTS: We compared the accuracy and reaction times of participants under emotional and neutral conditions at both presentation times. Experiment 1 revealed that participants exhibited a stable positive attentional bias towards emotional facial images. Additionally, under the 100 ms feedback condition, emotional interference on judgment task accuracy was greater than under the 1000 ms feedback condition. Experiment 2 found that under the 100 ms feedback condition, emotional interference on reaction time was greater than under the 1000 ms feedback condition. Comparing the data from both experiments revealed that the processing time for emotional facial images was longer than for emotional words. CONCLUSIONS: (1) Emotional facial images are more effective than emotional words in capturing attention. (2) When positive and negative information with equal arousal levels alternates over a period of time, individuals exhibit a stable positive attentional bias. (3) When there is intense competition for attention and cognitive resources, emotional information is prioritized for processing.

Culture shapes how we describe facial expressions.

From Darwin through Wittgenstein to contemporary scientific investigations, it has been argued humans tend to view facial expressions through a mentalistic lens. According to this view, when looking at someone's expressive face, we see emotion and are unable to describe the face in behavioral terms, i.e., name the details of facial movements. At the same time, however, a growing body of work shows cultures in fact differ in the degree of importance they attribute to mental states and willingness to discuss them. Is this variation reflected in the linguistic coding of facial expressions? To explore this, we conducted two facial expression naming tasks targeting mental states and facial movements with speakers of Maniq (Austroasiatic, Thailand) and Polish (Indo-European, Poland), representing highly diverse linguistic and cultural settings. We found that, while Polish speakers conformed with the predicted orientation towards mental states, this did not hold for Maniq speakers. The Maniq were instead oriented towards behavioral aspects of faces, naming them more frequently, more precisely, and with higher consensus, compared to the Polish. These differences are carved into the Maniq and Polish lexicons, suggesting diverse cultures exhibit differential specialization in verbalizing expressive faces.

Altered emotion perception in insomnia, anxiety, depression, mania, psychotic experiences and schizotypal symptoms: a dataset.

This data resource provides evidence concerning the prevalence of perceptual alterations of emotional faces amongst individuals experiencing symptoms of insomnia, anxiety, depression, mania, psychotic experiences, and schizotypal tendencies. More specifically, we explored the categorisation accuracy (whether the displayed emotion was correctly identified), misperception (which emotion an incorrect judgment was perceived to be), intensity (extent of the emotion signal strength) and emotional valence (the extent and direction of perceived affect) of six facial expressions of emotion from the Karolinska Directed Emotional Faces database. Complete data from N = 572 respondents are included. The dataset is available to other researchers and is provided on Figshare. Information concerning the data records, usage notes, code availability and technical validation are presented. Finally, we present demographic and correlational data concerning psychiatric symptoms and alterations in the perception of emotional faces.

Adult co-creators' emotional and psychological experiences of the co-creation process: a Health CASCADE scoping review protocol.

BACKGROUND: There is a growing investment in the use of co-creation, reflected by an increase in co-created products, services, and interventions. At the same time, a growing recognition of the significance of co-creators' experience can be detected but there is a gap in the aggregation of the literature with regard to experience. Therefore, the purpose of this scoping review is to uncover the breadth of existing empirical research on co-creation experience, how it has been defined and assessed, and its key emotional and psychological characteristics in the context of co-created products, services, or interventions among adults. METHODS: The development of the search strategy was guided by the research question, Arksey, and O'Malley's scoping review methodology guidelines, and through collaboration with members of the Health CASCADE consortium. The results of the search and the study inclusion process will be reported in full and presented both narratively and by use of the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review (PRISMA-ScR) flow diagram. Comprehensive searches of relevant electronic databases (e.g. Scopus) will be conducted to identify relevant papers. Snowball searches to identify additional papers through included full-text papers will be done using the artificial intelligence tool, namely, Connected Papers. All review steps will involve at least two reviewers. Studies in English, Dutch, Chinese, Spanish, and French, published from the year 1970 onwards, will be considered. Microsoft Excel software will be used to record and chart extracted data. DISCUSSION: The resulting scoping review could provide useful insights into adult co-creators' experience of participating in the co-creation process. An increased understanding of the role of emotional and psychological experiences of participating in co-creation processes may help to inform the co-creation process and lead to potential benefits for the co-creators and co-created outcome. SYSTEMATIC REVIEW REGISTRATION: 10.5281/zenodo.7665851.

A novel application of lemmatize and thematic analysis to understand protective measures perspectives of patients with chronic respiratory disease during the first outbreak of COVID-19 pandemic: a qualitative study.

Objective: To describe the perspectives of a group of COPD patients during the first outbreak of the COVID-19 pandemic and narrate the emotions and polarity (acceptance-rejection) regarding living with COPD during the pandemic. Design/methods: We used a novel application of lemmatization and thematic analysis of participants' narratives. A study was carried out with eight patients with moderate-severe-very severe COPD during the first outbreak of COVID-19 using purposive sampling. In-depth interviews and field notes from the researchers were used to collect data. A statistical content analysis (lemmatization) of the patients' narratives was performed. Additionally, inductive thematic analysis was used to identify emerging themes. This study was conducted following the guidelines of Consolidated Criteria/Standards for Reporting Qualitative Research. The study was conducted in accordance with the principles articulated in the WMA Declaration of Helsinki. Participants provided verbal informed consent prior to their inclusion as previously described. Results: The average age of our sample was 65 years, and 75% of the patients suffered from moderate COPD, 12.5% from severe COPD, and 12.5% from very severe COPD according to GOLD criteria. The lemmatized and sentiment analysis showed a predominance of positive emotions, and the polarity of the interviews indicated a very slight positive trend towards acceptance of the experience lived during the pandemic. Additionally, three main themes were identified: (1) Confinement and restriction measures, (2) COVID-19 and protective measures, and (3) Clinical care during the first outbreak of the pandemic. Conclusion: Patients experienced confinement with a feeling of security and protection. They strictly respect social distancing. They used masks, but these caused them to feel short of breath and fatigue, especially FFP2 masks. Half of the patients rejected the possibility of being vaccinated. Finally, they were very satisfied with the clinical care they received in the COPD unit of their hospital. Our results show that COPD patients have not experienced a negative impact of the COVID-19 pandemic.