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  1. Measuring aesthetic emotions
    a review of the literature and a new assessment tool
    Author: Schindler, Ines; Hosoya, Georg; Menninghaus, Winfried; Beermann, Ursula; Wagner, Valentin; Eid, Michael; Scherer, Klaus R.
    Publisher:  Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main

    Aesthetic perception and judgement are not merely cognitive processes, but also involve feelings. Therefore, the empirical study of these experiences requires conceptualization and measurement of aesthetic emotions. Despite the long-standing interest... more

    Access:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Inter-library loan:
    No inter-library loan
    Title in the local catalogue:
    https://hds.hebis.de/ubffm/Record/HEB416309232

     

    Aesthetic perception and judgement are not merely cognitive processes, but also involve feelings. Therefore, the empirical study of these experiences requires conceptualization and measurement of aesthetic emotions. Despite the long-standing interest in such emotions, we still lack an assessment tool to capture the broad range of emotions that occur in response to the perceived aesthetic appeal of stimuli. Elicitors of aesthetic emotions are not limited to the arts in the strict sense, but extend to design, built environments, and nature. In this article, we describe the development of a questionnaire that is applicable across many of these domains: the Aesthetic Emotions Scale (Aesthemos). Drawing on theoretical accounts of aesthetic emotions and an extensive review of extant measures of aesthetic emotions within specific domains such as music, literature, film, painting, advertisements, design, and architecture, we propose a framework for studying aesthetic emotions. The Aesthemos, which is based on this framework, contains 21 subscales with two items each, that are designed to assess the emotional signature of responses to stimuli’s perceived aesthetic appeal in a highly differentiated manner. These scales cover prototypical aesthetic emotions (e.g., the feeling of beauty, being moved, fascination, and awe), epistemic emotions (e.g., interest and insight), and emotions indicative of amusement (humor and joy). In addition, the Aesthemos subscales capture both the activating (energy and vitality) and the calming (relaxation) effects of aesthetic experiences, as well as negative emotions that may contribute to aesthetic displeasure (e.g., the feeling of ugliness, boredom, and confusion).

     
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    Source: Specialised Catalogue of Comparative Literature
    Language: English
    Media type: Article (journal)
    Format: Online
    Other identifier:
    Parent title: Enthalten in: PLOS ONE; San Francisco, California, US : PLOS, 2006-; Band 12, Heft 6 (2017), Artikel-ID: e0178899; Online-Ressource

    DDC Categories: 150; 800
  2. Measuring aesthetic emotions : a review of the literature and a new assessment tool
    Author: Schindler, Ines; Hosoya, Georg; Menninghaus, Winfried; Beermann, Ursula; Wagner, Valentin; Eid, Michael; Scherer, Klaus R.
    Published: 2017

    Aesthetic perception and judgement are not merely cognitive processes, but also involve feelings. Therefore, the empirical study of these experiences requires conceptualization and measurement of aesthetic emotions. Despite the long-standing interest... more

     

    Aesthetic perception and judgement are not merely cognitive processes, but also involve feelings. Therefore, the empirical study of these experiences requires conceptualization and measurement of aesthetic emotions. Despite the long-standing interest in such emotions, we still lack an assessment tool to capture the broad range of emotions that occur in response to the perceived aesthetic appeal of stimuli. Elicitors of aesthetic emotions are not limited to the arts in the strict sense, but extend to design, built environments, and nature. In this article, we describe the development of a questionnaire that is applicable across many of these domains: the Aesthetic Emotions Scale (Aesthemos). Drawing on theoretical accounts of aesthetic emotions and an extensive review of extant measures of aesthetic emotions within specific domains such as music, literature, film, painting, advertisements, design, and architecture, we propose a framework for studying aesthetic emotions. The Aesthemos, which is based on this framework, contains 21 subscales with two items each, that are designed to assess the emotional signature of responses to stimuli’s perceived aesthetic appeal in a highly differentiated manner. These scales cover prototypical aesthetic emotions (e.g., the feeling of beauty, being moved, fascination, and awe), epistemic emotions (e.g., interest and insight), and emotions indicative of amusement (humor and joy). In addition, the Aesthemos subscales capture both the activating (energy and vitality) and the calming (relaxation) effects of aesthetic experiences, as well as negative emotions that may contribute to aesthetic displeasure (e.g., the feeling of ugliness, boredom, and confusion).

     
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    Source: BASE Selection for Comparative Literature
    Language: English
    Media type: Article (journal)
    Format: Online
    DDC Categories: 150; 800
    Rights:

    Creative Commons - Namensnennung 4.0Creative Commons - Namensnennung 4.0
  3. 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: 2014
    Publisher:  Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    Parent title: In: Frontiers in psychology, 5.2014, Art. 1448, doi:10.3389/fpsyg.2014.01448
    Subjects: Gefühl; Intelligenz; Kinderliteratur; Kind; Entwicklung; Affektive Entwicklung
    Other subjects: Emotionale Kompetenz; Empirische Ästhetik; emotional competence; emotion understanding and knowledge; literature-based intervention; afterschool care center; second and third graders
    Scope: Online-Ressource
  4. 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
    Publisher:  Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main

    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

    Access:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Inter-library loan:
    No inter-library loan
    Title in the local catalogue:
    https://hds.hebis.de/ubffm/Record/HEB435670379

     

    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.

     
    Export to reference management software   RIS file
      BibTeX file
    Source: Specialised Catalogue of Comparative Literature
    Language: English
    Media type: Article (journal)
    Format: Online
    Other identifier:
    Parent title: Enthalten in: Frontiers in psychology; Lausanne : Frontiers Research Foundation, 2010-; Band 5 (2014), Seite 1-11, Artikel-ID: 1448; Online-Ressource

    DDC Categories: 800
  5. 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: 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.

     
    Export to reference management software   RIS file
      BibTeX file
    Source: BASE Selection for Comparative Literature
    Language: English
    Media type: Article (journal)
    Format: Online
    DDC Categories: 800
    Subjects: Gefühl; Intelligenz; Kinderliteratur; Kind; Entwicklung; Affektive Entwicklung
    Rights:

    creativecommons.org/licenses/by/4.0/ ; info:eu-repo/semantics/openAccess
  6. 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.

     
    Export to reference management software
    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