Age Differences in Beliefs About Emotion Regulation Strategies.

OBJECTIVES: Age shifts in emotion regulation may be rooted in beliefs about different strategies. We test whether there are age differences in the beliefs people hold about specific emotion regulation strategies derived from the process model of emotion regulation and whether profiles of emotion beliefs vary by age. METHOD: An adult life-span sample (N = 557) sorted 13 emotion regulation strategies either by (a) how effective the strategies would be or (b) how likely they would be to use them, in 15 negative emotion-eliciting situations. RESULTS: Younger adults ranked attentional and cognitive distraction more effective than older adults, and preferred avoidance, distraction, and rumination more (and attentional deployment less) than middle-aged and older adults. Latent profile analysis on preferences identified three distinct strategy profiles: Classically adaptive regulators preferred a variety of strategies; situation modifiers showed strong preferences for changing situations; a small percentage of people preferred avoidance and rumination. Middle-aged and older adults were more likely than younger adults to be classically adaptive regulators (as opposed to situation modifiers or avoiders/ruminators). DISCUSSION: These findings provide insight into the reasons people of different ages may select and implement different emotion regulation strategies, which may influence their emotional well-being.

Bovine herpesvirus 1 can impact the bovine oocyte development during in vitro maturation.

Bovine herpesvirus 1 (BoHV-1) disseminates easily, is difficult to control, and is widely spread in cattle herds worldwide. BoHV-1 causes a broad range of losses to the cattle industry, mainly concerning reproduction. Previous studies involving experimental infection of BoHV-1 in an in vitro embryo production system have reported impairment of embryonic development by BoHV-1. In this study, we evaluated the interference of BoHV-1 in the in vitro maturation system of cumulus-oocyte complexes (COCs) and denuded oocytes (DOs) cultured with a cumulus cell suspension. Blood samples and ovaries were collected from slaughterhouse cows unvaccinated against BoHV-1. Using virus neutralization assays, the seropositive animals were classified according to their antibody titers. The oocytes were recovered by follicular aspiration and divided into two groups, COCs and DOs, which were evaluated for their nuclear maturation capacity using immunofluorescence assays by laser scanning confocal microscopy. Two experiments were carried out: (I) in vitro maturation of COCs and DOs after artificial infection of seronegative animals and (II) in vitro maturation of COCs and DOs of seropositive animals. In experiment I, a difference (P < 0.01) was observed between the maturation rates of the control group COCs (78.2%) and the infected COCs (43.6%). In experiment II, there was a difference (P < 0.01) in the maturation rate between animals with antibody titers ≥16 (56.9%) and the control group (79.4%). Immunofluorescence assays identified BoHV-1 in the COCs and DOs. Therefore, it was concluded that BoHV-1 affects the in vitro maturation process in both in vitro and natural infections.

Aging and the Social Ecology of Everyday Interpersonal Perception: What is Perceived, in Whom, and Where?

OBJECTIVES: Despite a proliferation of research in interpersonal perception and aging, no research has identified the nature of the social and emotional perceptions made by aging individuals in everyday life. In this study, we aimed to identify the social ecological features that characterize everyday interpersonal perception across the adult lifespan. METHOD: Three studies were conducted. Study 1 identified and compared the targets and locations of young, middle-age, and older adults' everyday interpersonal perceptions; these perceptions were categorized into types in Study 2. Study 3 applied these categorizations to identify and compare the social ecology surrounding aging individuals' interpersonal perceptions. RESULTS: Everyday interpersonal perceptions were directed toward familiar others and occurred in familiar locations, although the specific familiar targets and locations sometimes varied significantly with age. However, the types of perceptions made in everyday life did not vary significantly between age groups. DISCUSSION: Aging individuals make similar types of interpersonal judgments, but the targets and locations of these judgments may change with age. Future studies on interpersonal perception and aging will need to account for these features of the aging individual's social ecology to provide an accurate assessment of the aging process.

The same with age: Evidence for age-related similarities in interpersonal accuracy.

Interpersonal accuracy refers to the ability to make accurate perceptions about others' social and emotional qualities. Despite this broad definition, the measurement of interpersonal accuracy remains narrow, as most studies focus on the accurate perception of others' emotional states. Moreover, previous research has relied primarily upon traditional tasks consisting of posed, prototypic expressions and behaviors as stimuli. These methodological limitations may constrain our understanding of how different interpersonal perception skills change in adulthood. The present study investigated the extent to which various interpersonal perception skills are worse, better, or remain the same with age using both traditional and nontraditional interpersonal accuracy tasks. One hundred fifty-one adults from 3 age groups (young, middle age, and older) completed a battery of interpersonal accuracy tasks that assessed eight different emotion perception skills and six different social perception skills. Analyses revealed age-related differences in accuracy for five interpersonal perception skills; differences were typically observed between younger and older adults on emotion perception accuracy and between younger and middle-age adults on social perception accuracy. In contrast, almost all remaining interpersonal perception skills-both emotional and social-revealed greater evidence for age-related similarities than differences in Bayesian analyses. Additional exploratory analyses indicated that the observed age differences in interpersonal accuracy may be attributable to individual differences in cognitive ability rather than age. Results provide a nuanced picture of how interpersonal perception skills change in adulthood and provide new methodological tools for a more complete and comprehensive assessment of interpersonal accuracy. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Changing Tides: Mothers' Supportive Emotion Socialization Relates Negatively to Third-Grade Children's Social Adjustment in School.

Parents' supportive reactions to children's negative emotions are thought to promote children's social adjustment. Research heretofore has implicitly assumed that such reactions are equally supportive of children's adjustment across ages. Recent findings challenge this assumption, suggesting that during middle childhood, socialization practices previously understood as supportive may in fact impede children's social adjustment. We explored this possibility in a sample of 203 third-grade children and their mothers. Using structural equation modeling, we tested associations between mothers' supportive (i.e., problem- and emotion-focused) reactions to children's negative emotions and children's social skills and problems as reported by mothers and teachers. Mothers' supportive reactions predicted greater social adjustment in children as reported by mothers. Inverse associations, however, were found with teachers' reports of children's social adjustment: mothers' supportive reactions predicted fewer socioemotional skills and more problem behaviors. These contrasting patterns suggest potential unperceived costs associated with mothers' supportiveness of children's negative emotions for third-grade children's social adjustment in school and highlight the importance of considering associations between socialization practices and children's various social contexts. The findings also highlight a need for greater consideration of what supportiveness means across different developmental periods.

Detection of bovine herpesvirus 1 in cumulus-oocyte complexes of cows.

Bovine herpesvirus 1 (BoHV-1) is the causative agent of infectious bovine rhinotracheitis (IBR) and is also associated with reproductive failure. This study investigated the presence of BoHV-1 in cumulus-oocyte complexes (COCs) of naturally-infected cows without clinical signs of IBR. The presence of BoHV-1 in COCs was evaluated by immunofluorescence using confocal laser scanning microscopy. Blood samples and ovaries from 82 cows that had not been vaccinated against BoHV-1 were collected for serological analysis. COCs were divided into two pools: COCs derivate from seropositive cows and from seronegative cows. Then, the samples were processed for confocal microscopy analysis. The results indicated that 61% (50/82) of cows were seropositive for BoHV-1. A total of 719 COCs were obtained from the cows and processed. None of 276 COCs from the 32 seronegative cows presented BoHV-1. However, BoHV-1 was present in the cytoplasm of cumulus cells from 158 out of 443 COCs aspirated from the seropositive cows. The detection of BoHV-1 in the COCs of seropositive cows suggests that the COCs of naturally-infected, asymptomatic cows may be infected with BoHV-1.

Bidirectional Linkages between Emotion Recognition and Problem Behaviors in Elementary School Children.

Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children's emotion recognition and teacher-reported problem behaviors in 1st and 3rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1st grade and in 3rd grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1st grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3rd grade. Moreover, greater hyperactivity in 1st grade marginally predicted lower emotion recognition in 3rd grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.

Children's prototypic facial expressions during emotion-eliciting conversations with their mothers.

Despite theoretical claims that emotions are primarily communicated through prototypic facial expressions, empirical evidence is surprisingly scarce. This study aimed to (a) test whether children produced more components of a prototypic emotional facial expression during situations judged or self-reported to involve the corresponding emotion than situations involving other emotions (termed "intersituational specificity"), (b) test whether children produced more components of the prototypic expression corresponding to a situation's judged or self-reported emotion than components of other emotional expressions (termed "intrasituational specificity"), and (c) examine coherence between children's self-reported emotional experience and observers' judgments of children's emotions. One hundred and 20 children (ages 7-9) were video-recorded during a discussion with their mothers. Emotion ratings were obtained for children in 441 episodes. Children's nonverbal behaviors were judged by observers and coded by FACS-trained researchers. Children's self-reported emotion corresponded significantly to observers' judgments of joy, anger, fear, and sadness but not surprise. Multilevel modeling results revealed that children produced joy facial expressions more in joy episodes than nonjoy episodes (supporting intersituational specificity for joy) and more joy and surprise expressions than other emotional expressions in joy and surprise episodes (supporting intrasituational specificity for joy and surprise). However, children produced anger, fear, and sadness expressions more in noncorresponding episodes and produced these expressions less than other expressions in corresponding episodes. Findings suggest that communication of negative emotion during social interactions-as indexed by agreement between self-report and observer judgments-may rely less on prototypic facial expressions than is often theoretically assumed. (PsycINFO Database Record

Aging and emotions: experience, regulation, and perception.

Whereas some theories suggest that emotion-related processes become more positive with age, recent empirical findings on affective experience, emotion regulation, and emotion perception depict a more nuanced picture. Though there is some evidence for positive age trajectories in affective experience, results are mixed for emotion regulation and largely negative for emotion perception. Thus, current findings suggest that the effects of age on emotion vary across different affective domains; age patterns are also influenced by different moderators, including contextual factors and individual differences.

EUReKA! A Conceptual Model of Emotion Understanding.

The field of emotion understanding is replete with measures, yet lacks an integrated conceptual organizing structure. To identify and organize skills associated with the recognition and knowledge of emotions, and to highlight the focus of emotion understanding as localized in the self, in specific others, and in generalized others, we introduce the conceptual framework of Emotion Understanding in Recognition and Knowledge Abilities (EUReKA). We then categorize fifty-six existing methods of emotion understanding within this framework to highlight current gaps and future opportunities in assessing emotion understanding across the lifespan. We hope the EUReKA model provides a systematic and integrated framework for conceptualizing and measuring emotion understanding for future research.

Maternal emotion socialization differentially predicts third-grade children's emotion regulation and lability.

Numerous parental emotion socialization factors have been implicated as direct and indirect contributors to the development of children's emotional competence. To date, however, no study has combined parents' emotion-related beliefs, behaviors, and regulation strategies in one model to assess their cumulative-as well as unique-contributions to children's emotion regulation. We considered the 2 components that have recently been distinguished: emotion regulation and emotional lability. We predicted that mothers' beliefs about the value of and contempt for children's emotions, mothers' supportive and nonsupportive reactions to their children's emotions, as well as mothers' use of cognitive reappraisal and suppression of their own emotions would each contribute unique variance to their children's emotion regulation and lability, as assessed by children's teachers. The study sample consisted of an ethnically and socioeconomically diverse group of 165 mothers and their third-grade children. Different patterns emerged for regulation and lability: Controlling for family income, child gender, and ethnicity, only mothers' lack of suppression as a regulatory strategy predicted greater emotion regulation in children, whereas mothers' valuing of children's emotions, mothers' lack of contempt for children's emotions, mothers' use of cognitive reappraisal to reinterpret events, and mothers' lack of emotional suppression predicted less lability in children. These findings support the divergence of emotion regulation and lability as constructs and indicate that, during middle childhood, children's lability may be substantially and uniquely affected by multiple forms of parental socialization.

A Three-factor Structure of Emotion Understanding in Third-grade Children.

Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third-grade children and their mothers. Children completed five different measures, which provided eight distinct indices of emotion understanding. Mothers completed two questionnaires assessing children's socioemotional skills and problems. Results indicated that: (a) emotion understanding in third-grade children was differentiated into three unique factors: Prototypical Emotion Recognition, Prototypical Emotion Knowledge, and Advanced Emotion Understanding, (b) skills within factors were modestly related, (c) factors varied in complexity, supporting theoretical and empirical models detailing developmental sequencing of skills, and (d) skills in Prototypical Emotion Knowledge were uniquely related to mothers' reports of third-grade children's socioemotional competence. Implications regarding elementary-school-age children's social cognitive development are discussed.

Sensitivity to Spatiotemporal Percepts Predicts the Perception of Emotion.

The present studies examined how sensitivity to spatiotemporal percepts such as rhythm, angularity, configuration, and force predicts accuracy in perceiving emotion. In Study 1, participants (N = 99) completed a nonverbal test battery consisting of three nonverbal emotion perception tests and two perceptual sensitivity tasks assessing rhythm sensitivity and angularity sensitivity. Study 2 (N = 101) extended the findings of Study 1 with the addition of a fourth nonverbal test, a third configural sensitivity task, and a fourth force sensitivity task. Regression analyses across both studies revealed partial support for the association between perceptual sensitivity to spatiotemporal percepts and greater emotion perception accuracy. Results indicate that accuracy in perceiving emotions may be predicted by sensitivity to specific percepts embedded within channel- and emotion-specific displays. The significance of such research lies in the understanding of how individuals acquire emotion perception skill and the processes by which distinct features of percepts are related to the perception of emotion.

Parents' Emotion-Related Beliefs, Behaviors, and Skills Predict Children's Recognition of Emotion.

Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs, behaviors, and skills. We examined parents' beliefs about the value of emotion and guidance of children's emotion, parents' emotion labeling and teaching behaviors, and parents' skill in recognizing children's emotions in relation to their school-aged children's emotion recognition skills. Sixty-nine parent-child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents' beliefs, behaviors, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood, and add to accumulating evidence suggesting important age-related shifts in the relation between parental emotion socialization and child emotional development.