Biomedical subjects

P M Niedenthal

Publications and source records attributed to P M Niedenthal.

8 recordsLinked to original sources

PubMed2001

Effects of emotion concepts on perceptual memory for emotional expressions.

Three experiments tested the hypothesis that explaining emotional expressions using specific emotion concepts at encoding biases perceptual memory for those expressions. In Experiment 1, participants viewed faces expressing blends of happiness and anger and created explanations of why the target people were expressing one of the two emotions, according to concepts provided by the experimenter. Later, participants attempted to identify the facial expressions in computer movies, in which the previously seen faces changed continuously from anger to happiness. Faces conceptualized in terms of anger were remembered as angrier than the same faces conceptualized in terms of happiness, regardless of whether the explanations were told aloud or imagined. Experiments 2 and 3 showed that explanation is necessary for the conceptual biases to emerge fully and extended the finding to anger-sad expressions, an emotion blend more common in real life.

Emotions↗

PubMed1998

Are shame and guilt related to distinct self-discrepancies? A test of Higgins's (1987) hypotheses.

A study of 229 undergraduates examined whether specific self-discrepancies are differentially related to shame proneness and guilt proneness. Contrary to E. T. Higgins (1987), but in line with the present authors' expectations, the tendency to experience shame, but not guilt, was positively related to all types of self-discrepancies. An attempt was also made to replicate E. T. Higgins, Klein, and Strauman's (1985) findings that specific self-discrepancies are associated with distinct emotion syndromes. No support was found for the central hypotheses of self-discrepancy theory. Finally, the authors evaluated the utility of two methods for assessing self-discrepancies. Higgins's qualitative method and quantitative adjective ratings. The two methods yielded essentially identical relationships to other variables. The very high correlations among different types of self-discrepancies within each method, however, raise discriminant validity concerns.

Adolescent↗

PubMed1997

Emotional state and the use of stimulus dimensions in judgment.

Previous studies have demonstrated that, when they are emotional, individuals are more likely to attend to emotional stimuli. However, such work has not established that individuals attend to the emotional dimensions of complex stimuli or that such changes in focus of attention judgments. In the present experiments a multidimensional scaling analysis was used to assess the weights that happy, sad, and neutral-emotion participants gave to emotional and nonemotional dimensions of face stimuli in judgments of similarity. Compared to neutral-emotion participants, those in emotional states gave more weight to the emotional dimension of the faces, less weight to other face dimensions, and rated pairs of faces that expressed the same emotion as more similar. Emotion-congruent dimension use was also observed in one experiment. Results are discussed with respect to emotional response categories (P.M. Niedenthal & J.B. Halberstadt, 1995), the tendency for stimuli to cohere as categories on the basis of the emotional response they elicit in the perceiver.

Adult↗

PubMed1997

Interrelated and isolated self-concepts.

We propose a framework for conceptualizing different ways of representing concepts of the self. Interrelated self-concepts are concepts that are defined by connections to concepts of other (real or prototypic) individuals; isolated self-concepts do not depend upon other person concepts for their mental characterization. This distinction between ways of representing self-concepts is similar to the distinction between interrelated and isolated concepts recently proposed by Goldstone (1993b, 1996). In this article, the extant self literature is evaluated in terms of the interrelated-isolated distinction. Methods for manipulating and diagnosing interrelated and isolated self-concepts are also proposed. Results of 3 studies show that interrelated self-concepts contain less abstract features than do isolated self-concepts. The former concepts also contain more diagnostic features than the latter. Discussion focuses on predictions about other differences in isolated5nd interrelated self-concepts. The conditions under which different types of self-concepts might change and the implications of interrelated and isolated self-concepts for information processing, memory, self-esteem, and mental health are considered.

Journal Article↗

PubMed1994

"If only I weren't" versus "if only I hadn't": distinguishing shame and guilt in counterfactual thinking.

The role of counterfactual thinking in 2 emotions--shame and guilt--was examined. In 1 series of studies, Ss read about situations evocative of shame and guilt or described personal experiences of guilt or shame. They then generated counterfactual alternatives to "undo" the distressing outcomes. Consistent with predictions derived from Tangney (1991), Ss tended to undo shame situations by altering qualities of the self and to undo guilt situations by altering actions. In a 2nd series of studies, Ss imagined themselves in a situation that could evoke either guilt or shame. Ss were then led to mutate the self or behavior to undo the situation. Mutation manipulations amplified shame and guilt such that the former Ss anticipated feeling greater shame, whereas the latter anticipated feeling greater guilt. The role of counterfactual thinking in specific emotions and in differentiating shame- and guilt-prone personalities is discussed.

Adaptation, Psychological↗

PubMed1993

"Who am I? Why am I here?": self-esteem, self-clarity, and prototype matching.

Recent research has demonstrated that individuals with low self-esteem lack self-clarity; they have less certain and less stable self-concepts than do those with high self-esteem (A. H. Baumgardner, 1990; J. Campbell, 1990). Self-concept confusion should mitigate against the use of a decision-making strategy that involves using the self to guide choice behavior (i.e., prototype matching, P. M. Niedenthal, N. Cantor, & J. F. Kihlstrom, 1985). Two correlational studies demonstrated that people with high self-esteem, but not low self-esteem, made use of prototype matching in forming preferences. In a 3rd study, the self-concept was made more clear or made more confused. Clarity was associated with the use of prototype matching regardless of level of self-esteem. Self-concept confusion was associated with a failure to use the strategy regardless of level of self-esteem.

Adult↗

PubMed1992

Possible self-complexity and affective reactions to goal-relevant evaluation.

The complexity of people's self-concept appears to be inversely related to the intensity of their reactions to evaluative feedback about present goals and abilities (Linville, 1985, 1987). The idea that the complexity of individuals' possible self-concept similarly mediates reactions to feedback regarding future goals was investigated. Two preliminary studies suggested that complexity of the actual self only explains 20% to 30% of the variance in possible self-complexity. Three studies were conducted. Support was found for the idea that possible self-complexity mediates affective reactions to evaluative feedback about future goals and actual self-complexity mediates affective reactions to evaluative feedback about present goals. The findings underscore the independent roles of the organization of actual and possible self-concepts in affective processes.

Achievement↗

PubMed1985

Prototype matching: a strategy for social decision making.

College students responded to a series of questionnaires while they were in the process of selecting housing from a choice of seven available options for the coming fall. Questionnaires concerned their self-concepts, their housing prototypes, their preferences in housing, and their goals in housing selection. Overall analyses of the self-to-prototype matching strategy suggest that most students indeed prefer the type of housing for which their prototype of the "representative" resident most closely matches their self-perceptions. More important, we obtained individual differences in attention to self-fit in situations. Of individuals who reported that they had interpersonal goals in the housing selection task, those who reported that many personality characteristics (both positive and negative) were untrue of self were more systematic in their use of the self-to-prototype matching rule, this was also true of low self-monitors. Neither pattern of individual differences obtained for students with practical goals in the housing decision.

Adolescent↗