ABSTRACT
Debido al interés actual en la relación entre emoción y cognición, ha surgido la necesidad de contar con técnicas confiables de inducción emocional. Uno de los procedimientos más utilizados para el estudio experimental de la experiencia emocional es la inducción de emociones mediante fragmentos de películas. El objetivo del estudio que se informa fue conocer las características subjetivas y objetivas de la respuesta emocional ante estímulos audiovisuales inductores de emociones positivas y negativas, en una muestra de jóvenes argentinos. Se seleccionaron 20 fragmentos de películas (10 de valencia positiva y 10 de valencia negativa). La muestra estuvo integrada por 81 participantes (44 mujeres) de 18 a 25 años (M = 21.20 ±2.57). La respuesta emocional subjetiva se evaluó con el Self-Assessment Manikin (Bradley & Lang, 1994) y la objetiva, registrando la frecuencia cardíaca. La valencia, la activación y el control correlacionaron en la mayoría de los fragmentos. Además, hombres y mujeres presentan una reactividad diferenciada a la valencia de los estímulos, dado que las mujeres fueron más sensibles a los estímulos negativos (mutilaciones y animales amenazantes) y los hombres, a los estímulos positivos (contenido erótico y cómico). Por último, la inducción emocional se mantuvo aproximadamente 30 minutos después de finalizada la presentación de los estímulos para los videos de valencia negativa y 15 minutos para los de valencia positiva. Se concluye que la investigación realizada constituye un aporte al estudio de las medidas subjetivas de la emoción y las características de la experiencia emocional en función del tiempo y del sexo de quienes la experimentan.
Developments since the mid-twentieth century in the research of emotion and the growing interest in its interaction with cognition have generated the need for reliable emotional induction techniques. The efforts made in recent years to carry out the standardization of film clips capable of inducing emotion stand are remarkable. With this, these methodological resources are widely chosen by researchers to study emotional processes. The aims of the research were: (1) to assess valence, arousal, dominance (subjective measures) and cardiac frequency (objective measure) in relation with positive and negative emotions induced by film clips, (2) to determine how long the emotional induction remained active after the presentation of audio visual stimuli, and (3) to evaluate whether there are sex differences in emotional experience, subjectively and objectively, induced by film clips. 81 college students (44 women) from 18 to 25-years-old of Córdoba (Argentina) were evaluated. The average age was 21.20 (SD: ± 2.57). The sample was finally composed by 81 participants for not meeting certain requirements to conform. The evaluation was performed individually in a room equipped for that purpose. Each participant watched 10 film clips of positive or negative valence. Participants evaluated valence, arousal and dominance at 15, 30, 45 y 60 minutes post-induction. Each experiment lasted approximately 90 minutes. The instruments administrated were note of informed consent, 20 Battery of film fragments with ability to induce emotions, Self-Assessment Manikin (SAM), sociodemographic data form, questionnaire of pattern of alcohol and other substances consumption, stress test equipment 12-lead CardioVex. Significant correlations between valence, arousal and dominance in most film clips were obtained. Then, repeated measures ANOVA between the scores were made in the SAM Activation after the emotional induction, significant interaction were found between Time and Type of Induction [F(4,316) = 2.5461, p < .05 ηp² = .031]. According to Fisher post hoc test, there were significant differences between means of the arousal to the last film clip of the series and 15, 30, 45, and 60 minutes post-induction (p < .001) in the negative condition, and between the last film and 15, 30, 45 y 60 minutes post-induction (p < .01). Significant difference also was found between 30 minutes arousal to Positive Induction and Negative Induction (p < .01). Finally, in terms of sex differences in emotional experience, women reported more negative valence than men in the film clips of negative valence: The Exorcist [F(40) = 8.576; p < .05] Saving Private Ryan [F(40) = 10.833, p < .01], Misery [F (40) = 4.500; p < .05] and Dead Man Walking [F(40) = 7.121; p < .05]. In addition, women reported greater arousal in the positive film clip There's Something About Mary 2 [F(37) = 6.014; p < .05]. Finally men reported greater dominance in face to negative film clips The Exorcist [F(40) = 8.051; p < .01], Schindler's List 2 [F(40) = 4.963; p < .05], Leaving Las Vegas [F (40) = 5.829; p < .05] and the positive film clip Something About Mary 2 [F(37) = 5.166; p < .05] while women reported greater dominance to the film clip When Harry Met Sally [F(37) = 5.106; p < .05]. Study of discreet emotions and heart rate variability was suggested for more correlations between subjective and objective measures of emotion. Naturally, negative stimuli are more thrilling because they present major intensity and discreteness than positive stimuli. Response to negative stimuli also have a more significant biological importance. Men use more effective emotion regulation strategies than women, whereas, women use negative and non-adaptive emotion regulation strategies. As a conclusion, this study make a contribution to the study of subjective and objective measures of emotion and the features of the emotional experience according to time of the induction and sex of those who experience.
ABSTRACT
Se determinó en dos estudios la relación entre la connotación emocional negativa y la memorización de la información espacial. El propósito fue demostrar que un estímulo emocional negativo podría provocar una reacción que facilitara la integración de los elementos en memoria, como sus características y propiedades viso-espaciales. 76 estudiantes universitarios participaron de estos dos estudios. Durante el primero, se realizó una tarea de denominación. El plan experimental se componía de un factor de grupo y uno de inducción. Fue utilizado el test X2. No se encontró un efecto facilitador de la emoción sobre la integración de los datos perceptivos. El segundo estudio era una tarea de reconocimiento de la estructura espacial. Tres variables independientes fueron parte del estudio (La inducción, la complejidad y la replicación). Se observó que los desempeños no fueron significativamente mejores después de una simulación emocional negativa que después de una simulación neutra o ausente.
Two studies were realized to determine the relationship between the emotional negative connotation and the memorization of the spatial information. The purpose was to prove that a negative emotional stimulus could trigger a reaction that would facilitate the integration of elements in the memory, elements such as visual-spatial characteristics. 76 university students participated in the two studies. During the first study, a denomination task was performed. The experimental plan had two variables: a group variable and an induction variable. It was found that there is no facilitator effect in the emotion over the integration of the perceptive data. The second study was a recognition task of a spatial structure. Three independent variables were part of the study (induction, complexity, and replication). It was observed that the performances in both studies were not significantly better after a negative emotional simulation than after a neutral or absent simulation.