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Psychophysiology of emotions and analysis of facial expressions in the emotional regulation of the human operator
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Publisher: Editura Universitară
Author: Mihai Valentin Ciolacu
Edition: I
Pages: 284
Publisher year: 2024
ISBN: 978-606-28-1906-4
DOI: 10.5682/9786062819064
Product Code:
9786062819064
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ARGUMENT/11
Chapter I – PSYCHOPHYSIOLOGY OF EMOTIONS/15
1.1 Triggering of emotions /15
1.2 Emotions and their brain circuits/ /17
1.3 Neuro architecture of emotional regulation /18
1.3.1 The bottom-up (ascending) approach /19
1.3.2 Top-down (top-down) approach /20
1.3.3 Integrating bottom-up approaches with top-down approaches /21
1.4 Physiological measurements in dealing with emotions /24
1.4.1 Electrodermal activity /25
1.4.2 Cardiovascular activity I: Pulse /26
1.4.3 Cardiovascular activity II: Blood pressure /28
1.4.4 Cardiovascular system III: Peripheral vasoconstriction /29
1.4.5 Skeletal motor system: Electromyography of the face, limbs and trunk /29
1.4.6 Electromyography: Measurement of the ocular threat reflex (blinking) /31
1.4.7 Physiological analysis of emotions /32
Chapter II – ANALYSIS OF FACIAL EXPRESSIONS /34
2.1 Introduction /34
2.2 Theory of distinct emotions – TED /37
2.3 Theory of component models of emotions - MCE /39
2.4 Researchers' interest in facial expressions /41
2.5 Coding systems of facial expressions /42
2.5.1 Development of the Facial Action Coding System – FACS /42
Chapter III – THE EFFECTS OF GLUCOSE ON AFFECTIVE STATES, COGNITIVE PERFORMANCE AND MOTOR COORDINATION /46
3.1 What is blood glucose? /46
3.1.1 Glucose – fuel for the brain /47
3.1.2 Storage and mobilization of glucose reserves in the body /48
3.2 Effects of hypoglycemia /49
3.3 Fundamental research on the effects of hypoglycemia /52
3.4 The effects of blood sugar on psychomotor function /61
3.5 The effects of blood sugar on attention /67
3.6 Studies on the effects of blood sugar on executive and non-executive functions /69
3.6.1 Sensory processing /70
3.6.2 Psychomotor functioning /70
3.6.3 Caution /71
3.6.4 Vigilance /71
3.6.5 Memory /72
3.6.5.1 Effects of carbohydrate consumption on memory /73
3.6.6 Language and communication /74
3.6.7 Judgment and decision-making /75
3.6.8 Performance on complex tasks /75
3.7 Effects of carbohydrate consumption on emotional state /75
3.7.1 Long-term consumption of carbohydrates and emotional state /76
3.7.2 The short-term effects of carbohydrates on emotional states…. /77
3.7.3 Emotional state in challenging conditions /78
3.7.4 Individual differences regarding the fluctuation of blood glucose /78
3.8 Final remarks /79
3.8.1 Methodological recommendations /80
Chapter IV – SELF-CONTROL AND EMOTIONAL SELF-REGULATION /84
4.1 Self-control /84
4.2 Glucose and self-control /86
4.3 Self-control training /91
4.4 The advantages of self-control /93
4.5 Cognitive neuroscience of self-regulation /95
4.5.1 Attentional implementation /96
4.5.2 Selective attention /97
4.5.3 Attentional distraction /99
4.6 The neurological bases of emotion and emotional regulation /99
4.6.1 Components of the sequence Perception Evaluation Action (PEA): Action Stage /103
4.6.2 Principles of the Sequence of Perception Evaluation Action (PEA): Dynamics of processing /104
4.6.3 Operating Principles of PEA sequences: Interaction of systems /105
4.6.4 Emotion as a type of sequence PEA /105
4.6.5 Emotional regulation as a type of sequence PEA /107
4.6.6 Differentiation between emotional regulation processes /107
4.7 The efficiency of strategies derived from the procedural model of emotional regulation /108
4.8 Taxonomy of emotional regulation processes /113
4.9 Beliefs about willpower and the impact of glucose on self-control /116
Chapter V – EMOTIONAL WORK /119
5.1 About the costs and benefits of emotional work /119
5.2 Deep acting, surface acting and emotion rule dissonance /120
5.3 Consequences of emotional labor /122
5.4 The connection between the modification of the displayed facial expressions and the modification of the inner experience with well-being and performance /122
5.4.1 Perceived inauthenticity /124
5.4.2 Authenticity of emotional display /124
5.4.3 Improvement versus deterioration of social interactions /125
5.4.4 The power of positive and negative emotions /126
5.5 Emotional dissonance at work /127
5.6 Individual differences and emotional work /128
5.6.1 Emotional work /128
5.6.2 Display rules /129
5.7 Psychophysiological effects of emotional dissonance in face-to-face interaction /130
5.8 Emotional self-regulation and work under pressure /133
Chapter VI – THE RELATIONSHIP BETWEEN BLOOD GLUCOSE LEVEL AND PERFORMANCE ON COGNITIVE AND MOTOR PROCESSING TASKS /137
STUDY 1 /137
6.1 Theoretical foundation /137
6.2 Objectives /143
6.3 Assumptions /143
6.4 Participants /143
6.5 Tools /143
6.6 Procedure /144
6.7 Research design /147
6.8 Statistical interpretation of results /147
6.9 Psychological interpretation of the results /157
6.10 Discussions /158
Chapter VII – EMOTIONAL REGULATION STRATEGIES PROPOSALS TO LIBRARIANS FOR REDUCING EMOTIONAL CONSUMPTION /160
STUDY 2 /160
7.1 Theoretical foundation /160
7.2 Objectives /165
7.3 Assumptions /165
7.4 Participants /166
7.5 Tools /166
7.6 Procedure /167
7.7 Experimental design /169
7.8 Statistical interpretation of results /169
7.9 Psychological interpretation of the results /176
7.10 Discussions /178
Chapter VIII – THE EFFECTS OF EMOTIONAL REGULATION ON PSYCHOPHYSIOLOGICAL PARAMETERS AND FACIAL EXPRESSIONS /181
STUDY 3 /181
8.1 Theoretical foundation /181
8.2 Objectives /188
8.3 Assumptions /188
8.4 Participants /189
8.5 Tools /189
8.6 Procedure /189
8.7 Experimental design /190
8.8 Statistical interpretation of results /191
8.9 Psychological interpretation of the results /200
8.10 Discussions /201
Chapter IX – FINAL CONCLUSIONS /203
9.1 Final conclusions /203
9.2 Research limits /205
9.3 Future directions of study /205
BIBLIOGRAPHICAL REFERENCES /208
APPENDICES /255
Chapter I – PSYCHOPHYSIOLOGY OF EMOTIONS/15
1.1 Triggering of emotions /15
1.2 Emotions and their brain circuits/ /17
1.3 Neuro architecture of emotional regulation /18
1.3.1 The bottom-up (ascending) approach /19
1.3.2 Top-down (top-down) approach /20
1.3.3 Integrating bottom-up approaches with top-down approaches /21
1.4 Physiological measurements in dealing with emotions /24
1.4.1 Electrodermal activity /25
1.4.2 Cardiovascular activity I: Pulse /26
1.4.3 Cardiovascular activity II: Blood pressure /28
1.4.4 Cardiovascular system III: Peripheral vasoconstriction /29
1.4.5 Skeletal motor system: Electromyography of the face, limbs and trunk /29
1.4.6 Electromyography: Measurement of the ocular threat reflex (blinking) /31
1.4.7 Physiological analysis of emotions /32
Chapter II – ANALYSIS OF FACIAL EXPRESSIONS /34
2.1 Introduction /34
2.2 Theory of distinct emotions – TED /37
2.3 Theory of component models of emotions - MCE /39
2.4 Researchers' interest in facial expressions /41
2.5 Coding systems of facial expressions /42
2.5.1 Development of the Facial Action Coding System – FACS /42
Chapter III – THE EFFECTS OF GLUCOSE ON AFFECTIVE STATES, COGNITIVE PERFORMANCE AND MOTOR COORDINATION /46
3.1 What is blood glucose? /46
3.1.1 Glucose – fuel for the brain /47
3.1.2 Storage and mobilization of glucose reserves in the body /48
3.2 Effects of hypoglycemia /49
3.3 Fundamental research on the effects of hypoglycemia /52
3.4 The effects of blood sugar on psychomotor function /61
3.5 The effects of blood sugar on attention /67
3.6 Studies on the effects of blood sugar on executive and non-executive functions /69
3.6.1 Sensory processing /70
3.6.2 Psychomotor functioning /70
3.6.3 Caution /71
3.6.4 Vigilance /71
3.6.5 Memory /72
3.6.5.1 Effects of carbohydrate consumption on memory /73
3.6.6 Language and communication /74
3.6.7 Judgment and decision-making /75
3.6.8 Performance on complex tasks /75
3.7 Effects of carbohydrate consumption on emotional state /75
3.7.1 Long-term consumption of carbohydrates and emotional state /76
3.7.2 The short-term effects of carbohydrates on emotional states…. /77
3.7.3 Emotional state in challenging conditions /78
3.7.4 Individual differences regarding the fluctuation of blood glucose /78
3.8 Final remarks /79
3.8.1 Methodological recommendations /80
Chapter IV – SELF-CONTROL AND EMOTIONAL SELF-REGULATION /84
4.1 Self-control /84
4.2 Glucose and self-control /86
4.3 Self-control training /91
4.4 The advantages of self-control /93
4.5 Cognitive neuroscience of self-regulation /95
4.5.1 Attentional implementation /96
4.5.2 Selective attention /97
4.5.3 Attentional distraction /99
4.6 The neurological bases of emotion and emotional regulation /99
4.6.1 Components of the sequence Perception Evaluation Action (PEA): Action Stage /103
4.6.2 Principles of the Sequence of Perception Evaluation Action (PEA): Dynamics of processing /104
4.6.3 Operating Principles of PEA sequences: Interaction of systems /105
4.6.4 Emotion as a type of sequence PEA /105
4.6.5 Emotional regulation as a type of sequence PEA /107
4.6.6 Differentiation between emotional regulation processes /107
4.7 The efficiency of strategies derived from the procedural model of emotional regulation /108
4.8 Taxonomy of emotional regulation processes /113
4.9 Beliefs about willpower and the impact of glucose on self-control /116
Chapter V – EMOTIONAL WORK /119
5.1 About the costs and benefits of emotional work /119
5.2 Deep acting, surface acting and emotion rule dissonance /120
5.3 Consequences of emotional labor /122
5.4 The connection between the modification of the displayed facial expressions and the modification of the inner experience with well-being and performance /122
5.4.1 Perceived inauthenticity /124
5.4.2 Authenticity of emotional display /124
5.4.3 Improvement versus deterioration of social interactions /125
5.4.4 The power of positive and negative emotions /126
5.5 Emotional dissonance at work /127
5.6 Individual differences and emotional work /128
5.6.1 Emotional work /128
5.6.2 Display rules /129
5.7 Psychophysiological effects of emotional dissonance in face-to-face interaction /130
5.8 Emotional self-regulation and work under pressure /133
Chapter VI – THE RELATIONSHIP BETWEEN BLOOD GLUCOSE LEVEL AND PERFORMANCE ON COGNITIVE AND MOTOR PROCESSING TASKS /137
STUDY 1 /137
6.1 Theoretical foundation /137
6.2 Objectives /143
6.3 Assumptions /143
6.4 Participants /143
6.5 Tools /143
6.6 Procedure /144
6.7 Research design /147
6.8 Statistical interpretation of results /147
6.9 Psychological interpretation of the results /157
6.10 Discussions /158
Chapter VII – EMOTIONAL REGULATION STRATEGIES PROPOSALS TO LIBRARIANS FOR REDUCING EMOTIONAL CONSUMPTION /160
STUDY 2 /160
7.1 Theoretical foundation /160
7.2 Objectives /165
7.3 Assumptions /165
7.4 Participants /166
7.5 Tools /166
7.6 Procedure /167
7.7 Experimental design /169
7.8 Statistical interpretation of results /169
7.9 Psychological interpretation of the results /176
7.10 Discussions /178
Chapter VIII – THE EFFECTS OF EMOTIONAL REGULATION ON PSYCHOPHYSIOLOGICAL PARAMETERS AND FACIAL EXPRESSIONS /181
STUDY 3 /181
8.1 Theoretical foundation /181
8.2 Objectives /188
8.3 Assumptions /188
8.4 Participants /189
8.5 Tools /189
8.6 Procedure /189
8.7 Experimental design /190
8.8 Statistical interpretation of results /191
8.9 Psychological interpretation of the results /200
8.10 Discussions /201
Chapter IX – FINAL CONCLUSIONS /203
9.1 Final conclusions /203
9.2 Research limits /205
9.3 Future directions of study /205
BIBLIOGRAPHICAL REFERENCES /208
APPENDICES /255
The necessity of this work is due to the fact that it addresses two major current trends in the specialized literature. It combines the study of the process of emotional self-regulation with the perspective of self-control seen as a limited resource. Combining these research directions, this work brings added value by the fact that we can divide the emotional regulation strategies into effective strategies and less effective strategies regarding the consumption of resources (glucose) of the body. Researchers who have studied the processes and mechanisms of emotional regulation include James Gross, Ross Thompson, Kevin Ochsner, and Alicia Grandey, and those who have studied self-control as a limited resource include Roy Baumeister, Mark Muraven, Kathleen Vohs, and Veronika Job. The representatives of both research directions are often quoted in the specialized literature.
The work brings added value at the methodological level in the process of measuring emotions by combining quantitative evaluations with qualitative evaluations. With the help of the polygraph we can know how the values of psychophysiological parameters such as pulse, blood pressure, electro dermal reaction (RED), rhythm and amplitude of breathing (abdominal and thoracic) have fluctuated. Having access to these values, we can talk about a quantitative evaluation, but we don't have the slightest idea about the emotion experienced by the participant. With the help of the polygraph, qualitative data were also extracted by identifying response patterns specific to different emotional regulation tasks. Analyzing the changes in facial expressions we can tell what emotion the participant experienced and in this case we are talking about a qualitative assessment. And with the help of the quantitative data provided by the polygraph, we can say with what intensity that emotion was experienced. Following the recording and analysis of facial expressions, we were able to evaluate to what extent the participants followed the instructions and we were able to identify the moments when they failed to follow the instructions.
At work, more and more employees are forced to change their emotional experiences. They either suppress their unwanted emotions or are forced to display certain useful emotions in the interaction with customers or company employees. Most of the time this effort is overlooked. In specialized literature, this effort made by the employee to modify his displayed emotions or to suppress unwanted emotions is considered emotional work.
Emotional work involves the regulation of emotions in order to increase productivity and the quality of services provided by employees. Roy Baumaister believed that this ability to regulate our emotions is a big consumer of blood glucose. And the fact that we control our emotions at work can deplete our internal resources and we can become much more vulnerable, irritable, powerless to control our negative emotions both during the work program and after its completion.
Numerous studies have highlighted the effects of exhaustion occurring after a task that requires self-control by calling on two groups of participants. One group was subjected to tasks with the aim of tiring it, and later both groups had to perform a similar test, so that at the end the performances of the two groups would be compared. In order to highlight the effects of glucose administration, they asked a group to consume glucose before performing tests involving self-control and compared the results obtained by them with those of a group that did not consume glucose. These types of studies have shown that self-control is exhausted and the participants' performance decreases over time, and they have also shown how glucose consumption improves our self-control and implicitly our performance in tasks that require self-control.
In order to test how self-control tasks (cognitive processing and motor coordination tasks) deplete the body's glucose reserves, standardized and calibrated tests such as the COG, STROOP and 2HAND COORDINATION tests from the Vienna Test System – Schuhfried test battery were used of the laboratory of experimental psychology Gheorghe Zapan. We aimed to measure the level of blood sugar before and after the participants performed tasks involving cognitive processing and motor coordination. This was the first study in the doctoral thesis. With the help of a glucometer and some samples from the Vienna Test System Test Battery, we were able to highlight how the manifestation of self-control depletes glucose resources. There were statistically significant differences between the initial blood sugar level and the level obtained after the application of the tests. Those who initially had a higher blood sugar level later had a higher performance. The differences between the performance obtained by one participant and the others started to be visible from the second and third test (in the first ten minutes, no significant differences in performance were recorded and the total working time was 30 minutes). Few studies have measured participants' blood glucose with a glucometer. Most compared the performances obtained either after the participants were exhausted by performing other tasks or after consuming glucose.
In the second study, we set out to evaluate the impact of two courses that had as their theme the development of emotional regulation strategies and techniques as well as the practice of communication techniques. These courses were prepared for the librarians of the Central University Library - Carol I. With the help of a set of 5 questionnaires, we were able to evaluate the impact that the two courses had on the librarians. At least at the declarative level, improvements were found.
And finally, in the third study we set out to measure the effects of suppressing emotions and displaying emotions different from those experienced authentically on psychophysiological parameters (glycemia level, pulse, blood pressure, electrodermal reaction and breathing) and on facial expressions. The participants in the three experimental groups had to watch a video collage with an affectogenic charge while the psychophysiological parameters were monitored with the help of the polygraph and the facial expressions were recorded with the help of a video camera. The blood glucose level was measured before the exposure to the stimuli and immediately after the completion of the exposure. Those in group 1 were asked to carefully follow the stimuli without being given any instruction on emotion regulation. Those in group 2 were asked to suppress their emotions caused by the stimuli and display a neutral emotion in such a way that if someone watched the recording they would not realize that they were experiencing a certain emotion (the emotion experienced by the participants could not be identified ). And those in group 3 were asked to display an emotion opposite to that which the stimuli caused them (if they saw something sad they were asked to express joy) so that if someone watched the recording they would believe that they were actually experiencing the simulated emotion.
The work brings added value at the methodological level in the process of measuring emotions by combining quantitative evaluations with qualitative evaluations. With the help of the polygraph we can know how the values of psychophysiological parameters such as pulse, blood pressure, electro dermal reaction (RED), rhythm and amplitude of breathing (abdominal and thoracic) have fluctuated. Having access to these values, we can talk about a quantitative evaluation, but we don't have the slightest idea about the emotion experienced by the participant. With the help of the polygraph, qualitative data were also extracted by identifying response patterns specific to different emotional regulation tasks. Analyzing the changes in facial expressions we can tell what emotion the participant experienced and in this case we are talking about a qualitative assessment. And with the help of the quantitative data provided by the polygraph, we can say with what intensity that emotion was experienced. Following the recording and analysis of facial expressions, we were able to evaluate to what extent the participants followed the instructions and we were able to identify the moments when they failed to follow the instructions.
At work, more and more employees are forced to change their emotional experiences. They either suppress their unwanted emotions or are forced to display certain useful emotions in the interaction with customers or company employees. Most of the time this effort is overlooked. In specialized literature, this effort made by the employee to modify his displayed emotions or to suppress unwanted emotions is considered emotional work.
Emotional work involves the regulation of emotions in order to increase productivity and the quality of services provided by employees. Roy Baumaister believed that this ability to regulate our emotions is a big consumer of blood glucose. And the fact that we control our emotions at work can deplete our internal resources and we can become much more vulnerable, irritable, powerless to control our negative emotions both during the work program and after its completion.
Numerous studies have highlighted the effects of exhaustion occurring after a task that requires self-control by calling on two groups of participants. One group was subjected to tasks with the aim of tiring it, and later both groups had to perform a similar test, so that at the end the performances of the two groups would be compared. In order to highlight the effects of glucose administration, they asked a group to consume glucose before performing tests involving self-control and compared the results obtained by them with those of a group that did not consume glucose. These types of studies have shown that self-control is exhausted and the participants' performance decreases over time, and they have also shown how glucose consumption improves our self-control and implicitly our performance in tasks that require self-control.
In order to test how self-control tasks (cognitive processing and motor coordination tasks) deplete the body's glucose reserves, standardized and calibrated tests such as the COG, STROOP and 2HAND COORDINATION tests from the Vienna Test System – Schuhfried test battery were used of the laboratory of experimental psychology Gheorghe Zapan. We aimed to measure the level of blood sugar before and after the participants performed tasks involving cognitive processing and motor coordination. This was the first study in the doctoral thesis. With the help of a glucometer and some samples from the Vienna Test System Test Battery, we were able to highlight how the manifestation of self-control depletes glucose resources. There were statistically significant differences between the initial blood sugar level and the level obtained after the application of the tests. Those who initially had a higher blood sugar level later had a higher performance. The differences between the performance obtained by one participant and the others started to be visible from the second and third test (in the first ten minutes, no significant differences in performance were recorded and the total working time was 30 minutes). Few studies have measured participants' blood glucose with a glucometer. Most compared the performances obtained either after the participants were exhausted by performing other tasks or after consuming glucose.
In the second study, we set out to evaluate the impact of two courses that had as their theme the development of emotional regulation strategies and techniques as well as the practice of communication techniques. These courses were prepared for the librarians of the Central University Library - Carol I. With the help of a set of 5 questionnaires, we were able to evaluate the impact that the two courses had on the librarians. At least at the declarative level, improvements were found.
And finally, in the third study we set out to measure the effects of suppressing emotions and displaying emotions different from those experienced authentically on psychophysiological parameters (glycemia level, pulse, blood pressure, electrodermal reaction and breathing) and on facial expressions. The participants in the three experimental groups had to watch a video collage with an affectogenic charge while the psychophysiological parameters were monitored with the help of the polygraph and the facial expressions were recorded with the help of a video camera. The blood glucose level was measured before the exposure to the stimuli and immediately after the completion of the exposure. Those in group 1 were asked to carefully follow the stimuli without being given any instruction on emotion regulation. Those in group 2 were asked to suppress their emotions caused by the stimuli and display a neutral emotion in such a way that if someone watched the recording they would not realize that they were experiencing a certain emotion (the emotion experienced by the participants could not be identified ). And those in group 3 were asked to display an emotion opposite to that which the stimuli caused them (if they saw something sad they were asked to express joy) so that if someone watched the recording they would believe that they were actually experiencing the simulated emotion.
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