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The most recent conceptualizations of empathy recognize affective empathy as distinct from cognitive empathy. Consequently, instruments that assess these 2 types of empathy have been developed. Among them, the Questionnaire of Cognitive and Affective Empathy (QCAE) is a particularly promising, relatively new, self-report measure consisting of 31 items. To examine the cross-cultural adaptability of the QCAE, we investigated the psychometric properties of an Italian version in 2 samples and with 2 different formats of administration. Study 1 (n = 407) used archival data collected via paper and pencil; Study 2 (n = 285) used newly collected data, obtained with an online format. In these studies, in addition to the QCAE, 6 other instruments measuring empathy-related constructs (i.e., interpersonal competence, well-being, personality traits, emotion regulation, alexithymia, and emotion recognition) were administered, too. Data analysis focused on factor structure, internal consistency, and convergent validity. The findings of both studies provide support for the cross-cultural applicability of the QCAE, and reveal interesting associations between empathy and the other constructs under examination.

This study compared changes in cognitive, affective and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children’s shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 minutes in each of 4 conditions: mother or child as reader, paper or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analysed dyadic postural synchrony, mothers’ commentaries and quality of children’s recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother - child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviours that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children’s transition to independent reading.

Background: Negative interpersonal interactions are associated with acute increases in ambulatory blood pressure (ABP). Yet, the mechanisms underlying this relationship are unclear., Purpose: This study tested whether negative interpersonal interactions predict higher ABP both in the moment and during subsequent observations, and whether increases in negative mood mediate these relations. These associations were tested among Black and Hispanic urban adults who may be at higher risk for negative interpersonal interactions as a function of discrimination. Race/ethnicity and lifetime discrimination were tested as moderators., Methods: Using a 24-hr ecological momentary assessment (EMA) design, 565 Black and Hispanic participants (aged 23-65, M = 39.06, SD = 9.35; 51.68% men) had their ABP assessed every 20 min during daytime accompanied by an assessment of negative interpersonal interactions and mood. This produced 12,171 paired assessments of ABP and self-reports of participants' interpersonal interactions, including how much the interaction made them feel left out, harassed, and treated unfairly, as well as how angry, nervous, and sad they felt., Results: Multilevel models revealed that more intense negative interpersonal interactions predicted higher momentary ABP. Mediation analyses revealed that increased negative mood explained the relationship between negative interpersonal interactions and ABP in concurrent and lagged analyses. Discrimination was associated with more negative interpersonal interactions, but neither race/ethnicity nor lifetime discrimination moderated findings., Conclusions: Results provide a clearer understanding of the psychobiological mechanisms through which interpersonal interactions influence cardiovascular health and may contribute to health disparities. Implications include the potential for just-in-time interventions to provide mood restoring resources after negative interactions., (© Society of Behavioral Medicine 2023. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

The papers in this issue provide an excellent example of how pertinent distinctions which emerge from analysis of significant data sets can be communicated to colleagues and used to make sense of observations. The distinctions are vividly described, illustrated and exemplified, and used to chart maturation in student use of examples from middle school, through high school and into university. Curiously, no corresponding maturation was detected in students' choice of examples to use for themselves. Contrast was detected between the way students used the same examples for comprehending a conjecture and testing its validity, and the way that some mathematicians used specifically constructed examples for locating underlying structure. What emerged for me from reading these papers is confirmation of the central role of attention, the productiveness of engaging students at the earliest ages and throughout their schooling with the detection and expression of generality, and the importance of being explicit about the scope of generality encompassed by a claim. Purposeful use of examples by students could be expected to develop as teachers explicitly use examples purposefully with and for students. A reasonable conjecture might be that getting students to be explicit about the scope of generality, of possible variation of which they are aware, might shed light on obstacles and barriers to reasoning which might otherwise lead to proof. [ABSTRACT FROM AUTHOR]

On ten loose handwritten folios dating back from April 1679, Leibniz gradually devised, in the course of three days, a full-blown theory of thought that nonetheless remained unpublished and still has received little attention from scholars. Conceiving of affectūs as the driving forces that set the mind in motion from one thought to another and passiones as the inertia opposing such movement, this manuscript results in a systematic psychology understood as a dynamics of thoughts modelled on the mechanical laws of motion for solid bodies. Delving into Leibniz's working papers to witness the unfolding of his thoughts, I propose to pay attention to the many intellectual operations that paved the way for his metaphysics. From his reading notes on Descartes to his syllogistically redefining a set of concepts and propositions, Leibniz here defines an affective theory of cognition and sets the first foundations of a combinatorial ontology: his socalled scientia generalis. Focusing on the material practices that govern his use of paper, I would like to show that Leibniz's conceptual mechanization of cognition is materially dependent on a practical automation of reasoning reduced to a propositional calculus on paper. Eventually, this contribution is a plea for a media-historical reading of Leibniz's working papers. [ABSTRACT FROM AUTHOR]

A fast-growing body of evidence from experience sampling studies suggests that affect dynamics are associated with well-being and health. But heterogeneity in experience sampling approaches impedes reproducibility and scientific progress. Leveraging a large dataset of 7016 individuals, each providing over 50 affect reports, we introduce an empirically derived framework to help researchers design well-powered and efficient experience sampling studies. Our research reveals three general principles. First, a sample of 200 participants and 20 observations per person yields sufficient power to detect medium-sized associations for most affect dynamic measures. Second, for trait- and time-independent variability measures of affect (e.g., SD), distant sampling study designs (i.e., a few daily measurements spread out over several weeks) lead to more accurate estimates than close sampling study designs (i.e., many daily measurements concentrated over a few days), although differences in accuracy across sampling methods were inconsistent and of little practical significance for temporally dependent affect dynamic measures (i.e., RMSSD, autocorrelation coefficient, TKEO, and PAC). Third, across all affect dynamics measures, sampling exclusively on specific days or time windows leads to little to no improvement over sampling at random times. Because the ideal sampling approach varies for each affect dynamics measure, we provide a companion R package, an online calculator ( https://sergiopirla.shinyapps.io/powerADapp ), and a series of benchmark effect sizes to help researchers address three fundamental hows of experience sampling: How many participants to recruit? How often to solicit them? And for how long?, (© 2022. The Author(s).)

Background: Interacting with social robots, such as the robotic seal PARO, has been shown to improve mood and acute pain for people with dementia. Little attention has been paid to the effect of PARO on people with dementia and chronic pain., Objective: To explore how people with mild to moderate dementia and chronic pain perceive PARO as an alternative intervention to manage their pain and mood., Design: A descriptive qualitative approach nested within a pilot randomised controlled trial., Methods: Participants with dementia and chronic pain were recruited from three residential aged care facilities. They interacted with PARO for 30 min, 5 days a week over a 6-week period. A sample of 11 participants completed individual semi-structured interviews at the end of the intervention. Data were collected from January 2018-January 2019. Inductive thematic analysis was undertaken. Reporting of findings followed the COREQ checklist., Results: Four themes emerged from the data: (a) perceptions of PARO; (b) therapeutic effects of PARO; (c) limitations of PARO; and (d) programme improvement. Residents with dementia expressed positive attitudes towards the use of PARO and acknowledged the therapeutic benefits of PARO on mood improvement and relaxation for pain relief but also mentioned the limitations of its weight, voice and characteristics. Residents' responses could also fluctuate during the intervention process, and individual preferences need to be considered., Conclusions: The PARO intervention is a promising intervention to improve positive emotion, and there is some anecdotal evidence that pain may be decreased from the perspectives of people living with chronic pain and dementia., Relevance to Clinical Practice: Long-term care staff may incorporate PARO therapy into daily dementia care. Understanding of individual's preferences may enhance the implementation of PARO for pain management in this group., (© 2019 John Wiley & Sons Ltd.)

This study compared changes in cognitive, affective, and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children's shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 min in each of four conditions: mother or child as reader, paper, or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analyzed dyadic postural synchrony, mothers' commentaries and quality of children's recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother -- child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviors that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children's transition to independent reading. [ABSTRACT FROM AUTHOR]

Kazuo Ishiguro's novel Klara and the Sun (2021) philosophizes on how in the current technologically saturated culture, the gradual evolution of the empathetic humanoids has, on one hand, problematized our normative notions of cognitive and affective categories, and on the other, has triggered an order of emotional uncanniness due to our reliance on hyperreal real objects for receiving solace and companionship. The novel may be conceived to be a commentary on the emerging discourse in the domain of cognitive and emotional computing that aspires to transform the inner life and social relationships of the human community. The novelty of the paper lies in its ability to showcase how Kazuo Ishiguro's Klara and the Sun (2021) creates a rupture in the existing research and literary narrative by critiquing the theoretical underpinnings of emotional computing that optimistically foresees a future where simulated empathetic minds will be able to decode the complexities of the human emotions. It discusses how literature turns into an apt tool to reflect on the limitations of the programmed machines to decode the elusiveness of the human mind that defies the one-to-one correlation between words, multiple connotations, and their underlying emotions. Through the lenses of the fictional narrative, the paper foregrounds how the concept of the social robot designed to offer empathy, care, and companionship turns into a failed project. The paper draws on critical perspectives from disposability theory, posthuman affect, and immaterial bodies to foreground the noncodified feature of affective experientialities that emerge as a result of the interface between humans and nonanimate beings. [ABSTRACT FROM AUTHOR]

Zines emerged as quintessentially print texts, with paper forming the vulnerable, palpable body of the text. Efforts to digitally archive zines promise to increase access to them and to extend their political projects. Particularly for minoritarian communities, digitization resonates as an urgent process with radical potential. Alongside such possibilities stand concerns about what it means and, particularly, how it feels to transform zines from paper to digital modes. Through engagement with the Queer Zine Archive Project and the POC (People of Color) Zine Project, we argue that transmediation of print zines into digital artifacts is rife with affective dynamics. In relation to these affective dynamics, we take a reflexive stance of ambivalence—not indifference, but rather a strongly felt set of disparate, sometimes dissonant or contradictory pulls toward and away from digitization. We offer the concept of trans(affective)mediation as an intervention that treats print zines and digital zines as distinct and distinctly affective domains, with distinct possibilities and constraints, coherences and incoherences, and intensities. Additionally, trans(affective)mediation names the third space between print and digital that calls for our care and understanding if we are to appreciate and even participate in the politics of queer, POC, and queer POC zine cultures. [ABSTRACT FROM PUBLISHER]