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  1. Tears falling on goosebumps : Co-occurrence of emotional lacrimation and emotional piloerection indicates a psychophysiological climax in emotional arousal
    Author: Wassiliwizky, Eugen; Jacobsen, Thomas; Heinrich, Jan; Schneiderbauer, Manuel; Menninghaus, Winfried
    Published: 07.02.2017

    This psychophysiological study is the first to examine the relationship between emotional tears and emotional piloerection (i.e., goosebumps). Although both phenomena have been related to peak states of being moved, details about their temporal... more

     

    This psychophysiological study is the first to examine the relationship between emotional tears and emotional piloerection (i.e., goosebumps). Although both phenomena have been related to peak states of being moved, details about their temporal occurrence and the associated levels of physiological arousal have remained unknown. In our study, we used emotionally powerful film scenes that were self-selected by participants. Our findings show that even within peak moments of emotional arousal, a gradation of intensity is possible. The overlap of tears and goosebumps signifies a maximal climax within peak moments. On the side of the stimulus, we found that displays of prosocial behavior play a crucial role in the elicitation of tears and goosebumps. Finally, based on the results of a formal film analysis of the tears-eliciting clips provided by our participants, as compared to randomly extracted, equally long control clips from the same films, we show how the technical and artistic making of the clips was optimized for the display of social interaction and emotional expressions.

     
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    Content information: free
    Source: CompaRe
    Language: English
    Media type: Article
    Format: Online
    DDC Categories: 800
    Collection: Max-Planck-Institut für empirische Ästhetik
    Subjects: Film; Gänsehaut; Ergriffenheit; Gefühl
    Rights:

    creativecommons.org/licenses/by/4.0/

    ;

    info:eu-repo/semantics/openAccess
  2. READING and FEELING : the effects of a literature-based intervention designed to increase emotional competence in second and third graders
    Author: Kumschick, Irina Rosa; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried
    Published: 16.12.2014

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a... more

     

    Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.

     
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    Content information: free
    Source: CompaRe
    Language: English
    Media type: Article
    Format: Online
    DDC Categories: 800
    Collection: Max-Planck-Institut für empirische Ästhetik
    Subjects: Gefühl; Intelligenz; Kinderliteratur; Kind; Entwicklung; Affektive Entwicklung
    Rights:

    creativecommons.org/licenses/by/4.0/

    ;

    info:eu-repo/semantics/openAccess
  3. 'Jünglinge' zwischen "Jungen Leiden", Bewährung, Erfüllung und Resignation : Inszenierungen männlicher Adoleszenz in der deutschen Literatur der 1820er bis 1840er Jahre : Heine - Büchner - Laube - Stifter
    Author: Steinlein, Rüdiger

    Zentren der Entfaltung jugendlicher Gegendynamik sind die bürgerlichen Mittelschichten. D.h. gerade auch die hier anzutreffenden literarischen Jugendkonzepte bleiben "wie alle frühen Jugendbewegungen in der Neuzeit", auf die sie sich beziehen und die... more

     

    Zentren der Entfaltung jugendlicher Gegendynamik sind die bürgerlichen Mittelschichten. D.h. gerade auch die hier anzutreffenden literarischen Jugendkonzepte bleiben "wie alle frühen Jugendbewegungen in der Neuzeit", auf die sie sich beziehen und die sie realgeschichtlich mitformen, "im wesentlichen auf Studenten bzw. junge Gebildete beschränkt"; und zwar in der Weise, dass diese Jugendkonzepte entweder von Angehörigen der jungen Generation selbst stammen (wie dies exemplarisch für Büchner, aber auch für den Heine der 1820er Jahre zutrifft) oder dass die entsprechenden literarischen Figuren aus den genannten sozialen Schichten stammen. Im Folgenden sollen ausgewählte Texte der 1820er bis 1840er Jahre mit Seitenblicken auf die realgesellschaftliche Situation im Deutschen Bund auf die ihnen eingeschriebenen Jugendkonzepte hin untersucht werden.

     
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    Content information: free
    Source: CompaRe
    Language: German
    Media type: Article
    Format: Online
    ISBN: 978-3-89528-611-7
    DDC Categories: 830
    Collection: Aisthesis Verlag
    Subjects: Heine, Heinrich; Büchner, Georg; Laube, Heinrich; Stifter, Adalbert; Heranwachsender <Motiv>
    Rights:

    publikationen.ub.uni-frankfurt.de/home/index/help

    ;

    info:eu-repo/semantics/openAccess