Sunday, February 17, 2008

I should have read the Matsumoto reading first. I read it last and then I felt the need to revisit the other articles with his work in mind. His writing made me hyperaware of the importance of cultural contextualization in emotion research and although I’ve been vigilant to certain “American” science biases, I found that my revisits--under the scope of his perspective--cast the other research in a vitally new light. I agree with his suggestion for the revision of mainstream psychology and the need to integrate it with cross cultural studies (Matsumoto p.15). I also agree with Matsumoto that a basic emotions theory that transcends culture is a good working theory even if it’s not completely articulated (yet). There are only so many hormones, based on only so many amino acids, encoded by only so many DNA bases. Certainly, some of these chemicals play a bigger, more primary function than others in the processing and expression of emotion but by like token, they can be mixed in a diversity of chemical cocktails. If an emotion is recognized and expressed across a spectrum of radically different “sociopsychological constructs,” then the likelihood of its universality seems reliably validated (Matsumoto, p.2). The on-going question, as we have repeatedly discussed in class, is if these basic emotions exist, what are they? Matsumoto is convinced by Ekman’s super “six”—anger, disgust, fear, happiness, sadness, and surprise, and adds his own “contempt.” He believes these are universal in a cross-culturally acceptable way and re-emphasizes that if we don’t accommodate for a cultural context in our search for them, we may wrongly asses their globalization.

Still, scientists do not always recognize their own bias. In the “Sex Differences…” article, Wager, et al. do not bother to contextualize the sociopsychological constructs influencing the research. Who are the subjects? What kind of culture do they live in? Are they Americans? French? Sudanese? Gay? They briefly touch on the possibility that discrepancies in their findings might suggest “regulation of expression” based on “self-presentation biases” and “beliefs about emotions, including cultural stereotypes” but they continue to generalize using the terms “men” and “women” as if all men and women are alike (and perhaps all men and all women are alike in some ways, but without context, how can we be sure the research is not universalizing the responses of particular men and particular women?) Would their findings be different if they studied men and women from a more matriarchal society or from more diverse sexual orientations? What images are they using to arouse emotion? Did they research whether or not these images were cross-culturally emotionally arousing?


The “Amae” article is far more contextualized. I really enjoyed the idea that “emotions named by a language may act as magnets for emotional experience (Niiya and Ellsworth, p. 293).” It suggests that the larger our emotional vocabulary, the more expansive our palette of “feeling.” As I read it, I was reminded of Barrett’s metaphor of the color wheel to describe basic emotions and the idea that more complex emotions are derivative of these basic tones. In the following days, I found myself referencing Amae in my own relationship anecdotes when other feelings felt less specific. It’s like learning the word for “violet” after previously trying to describe the color as either red or blue or a combination of the two. The feeling/color takes on its own significance and becomes more easily seen, utilized, communicated and in the end, felt. According to Matsumoto’s research, we can not only learn to “see” new feelings, but we can be taught not to see them, as in the case of the Asians rating facial posers as having less intense emotions than Caucasions out of “politeness or ignorance” (Matsumoto, p. 7).

I was struck but the fact that Amae was hard to categorize as an emotion because it did not have a corresponding facial expression or particular physiology (Niiya et al. p.280). Have scientists researched the physiology of Amae? And is facial expression the only behavior that can qualify an emotion? The writers also stated Amae would be “oversimplified” if deemed an emotion because it is relational and involves beliefs, etc. (Niiya et al. p. 281). I wonder what Matsumoto would think of this.

The “First Language” excerpt seems in alignment with Matsumoto’s approach. It is abundantly contextualized while aware of its cultural limitations--such as the idea that Turks might be more reactionary to violent words than Americans who are more removed from war (Harris, et al. p. 269). The use of SCR helps curb the biases of expression regulation, a problem in the research on sex differences, and the historical biases of linguistics have been re-examined and eliminated (Harris, et al. p. 273). It was interesting that childhood reprimands scored the highest on emotional reactivity supporting the theory that in childhood, we are building the emotional systems that dictate our emotional sensitivity as adults (Harris, et al. p. 262). I don’t know much about the child development side of this but perhaps someone in class can shed more light on the relationship between the emotional receptiveness of childhood and the development of adult preference and personality. Even if a second language can be more emotional given the emotional context of learning it, perhaps the wiring for emotional sensitivity, in general, takes place at a much earlier age.

8 comments:

Suzanne Ardanowski said...

Suzanne Ardanowski
2-18-08
Feeling Brain

Reading the Harris et al article about first language really tied together a lot of the theories of child and personality development we have been learning in the Child Development program. The experiences of childhood-everything from birth (even before) to adulthood have been theorized as shaping one’s life as an adult on numerous levels. So it made perfect sense to me that child reprimands elicited a stronger skin conductance. Language, the symbolism of language, the ways in which language is used as children are learning, making sense of the world and their relationships, individuating from a mother (or other care takers), helps to understand how this can be true. The attachment to a care taker(s), for which the acquisition of language has proven to be necessary, can provide further understanding of increased emotion when hearing one’s primary language. Harris also notes that language is acquired when the emotional regulatory systems of the brain are also developing (262). The implications for parents raising children could be very interesting here, as people are often unaware of the power of their words, both in meaning and in tone.
It is also noted in dual language speakers, “physiological responses of emotional arousal were weaker for emotional stimuli in a second language (especially childhood reprimands) but only when the second language was acquired after age 7 years” (266). This also points to the significance of early childhood experience that many psychoanalytic thinkers (Freud, Mahler, Winnicot) have attributed great significance to.
But as Harris points out, maybe it is the contextual experience that evokes the more emotional response. Memories are said to be stored in the language in which they occurred, resulting in a “language tag” to memory ((262, 270). The “emotionally relevant personal memories” may be what is at the core of their findings, as some second language experiences may be just as emotional provoking due to the context in which the memory occurred.
I think there is also a whole non-verbal element to language. What I mean by this is the ways in which we communicate verbally are linked to non-verbal modes of communication, as we have seen in reading about physiological responses. I think these get consciously or unconsciously linked to the language and hence the memory of the experience. I also think the difficulties of learning a language, of translations is important. Harris pointed out (272), that L2 words have weaker links to “conceptual store” of meaning because when one acquires a second language, they are often translating it’s meaning to the first language, therefore bypassing the link from L2 to conceptual meaning. This link may grow over time as experience, that is, emotionally meaningful experiences, grow if the language is used in a more naturalistic context. This gives real meaning to me of the use of language as a symbol.

Oliver Edwards said...

iyOliver Edwards

In response to the comments made about Amae and its lack of manifestation in facial cues, I feel the need to express some doubt about the classification of this emotion. While Amae is something clearly recognizable by us despite the assumption that it is a uniquely Japanese phenomenon, this does not necessarily mean that it is in fact a discreet emotion. I do not think that Amae is anything more than a combination of vulnerability, fear and love depending on the situation in which it is elicited. Amae itself is almost just a recognition of the combination of these emotions, and therefore would not elicit its own facial expression. Japanese culture for whatever reason tends to value this combination of emotions, and it is thus given a name. While Americans may get the same pleasure out of the phenomenon, it is probably more of a sociological question in our eyes. It is also important that the experiment discussed was relegated to the sphere of friendship. I think that the American mindset would respond less to more intimate, possibly more inappropriate manifestations of amae.

Sarah Reifschneider said...

David Matsumoto’s chapter on Cross-Cultural Psychology, indeed casts a vitally new light on much of the other theories we have so far become familiar with. I felt as though in a way it focused in on many themes the ‘Sex Differences’ article only touches, and yet it zoomed out in its scope of analysis—from one particular culture and gender orientation, into a wide range of different cultures, and within the culture into individual differences—Matsumoto was also more careful at recognizing the problematic with generalizations such as ‘American’, because yes it may be the cultural habitat but different heritages and more influence the personas within it. Whereas already noted D. Wager used vague terms such as ‘Male’ and ‘Female’ for his subjects.
The idea of universal faces and the multiple meanings that can be derived from them, in Matsumoto’s account, was very interesting to me. It reminded me of when I went to India, a culture I have never before been exposed to, I learned that shaking the head from side to side means ‘Yes’ to them, when all my life I was taught it was the expression of ‘No’. It was very heard to get over my cultural shock and adjust my body language to my rational. Interesting how expression and experience are indeed intimately linked.
It is a very perplexing and broad theme, the social role of emotions, but it is very true that the social context in which we interpret and give meaning to emotions may differentiate in different social situations. For example: feeling sad and crying as we watch a sad goodbye scene between lovers in a movie can be a pleasant release, while in reality when we separate from a lover it can be unbearably painful.
A perplexing new idea was the non-verbal idea of emotions, which make it difficult in my opinion, to understand emotions in a social context. Especially as he goes on later into the importance of language and the interpretative range bilingual people have. Further I must say from personal experience that each language will accentuate certain parts of my personality more then others. In Hebrew for example I may seem harsher to outsiders, then in the flowing English.

Endira said...

The finding that adults responded more strongly to reprimands in their first language than to various other words I think has to do with the coming together of language and emotion to define experiences. Perhaps this finding reveals more about memory in relation to both emotion and language than it does about building core emotional systems during childhood. I think it's clear that often times childhood experiences are defined by particular emotions, and when certain words trigger these experiences, similar emotions are felt. In the case of people that speak two languages fluently, it becomes natural for certain experiences to be defined in one's memory based on the predominant language at the time of the experience. If language serves to categorize and communicate feeling, then two separate languages, as pointed out, will aid in the definition of experience in one's memory - but in different ways. An important distinction made in this article, however, is the relationship between learners having acquired their second language prior to the age of seven and those who acquired their second language after. It seems that of the former group, the emotional responses were similar, proving that these adults possess two native languages and grew up bilingual. For these adults, their childhood experiences are defined as a mix between languages and the feelings elicited by each; for the adults who learned the language after age seven, their memories in relation to language are all the more distinct, and prove to define clearly a specific period in their life in which they were monolingual.

Molly McDonough said...

I think the example of Sarah's experience in India - moving your head side to side always meant no, and there it meant yes - is completely applicable especially to the Amae article. It is not just the response that is important, it is the way we respond, the action that is involved.

Amae can't be described as an emotion because it is an experience. It is the situation of an emotion. (If I have read the article correctly). If it is meant to be an emotion it would always have 4 outcomes- the positive and negative responses to either a friend/relative or an acquaintance. It is interesting to me that these scenarios have a label such as amae. This is similar to what Oliver has brought up. I think European cultures especially French, are prone to talk about the experience of a situation; the experience of the moment, rather than the people involved and their particular contribution, this would make sense with Japanese culture as well, it's relevant to give it a grouping. Maybe this would make defining emotions easier. Why are emotions defined as being so individual when it is completely dependent on the situation? Does this have anything to do with the American 'need' to talk about our feelings?

Amy Fleischer said...

Considering the variety of methods used to elicit emotional responses in each of the readings so far, I agree that it is important to carefully examine the contextual meaning of a given stimulus. Given personal preferences and experiences, various images are bound to provoke different responses in individuals; further, facial expressions may not be the best indicators of emotional experience since they can also vary within groups. Accordingly, Mikal's point about the non-specificity of participants in the "Sex Differences..." article is apt. While I appreciate the more global presentation of ideas in this article, how are we to determine the value of the study if we do not know who was involved or how they were selected?
Also, the topic of language and emotional development brought to mind more questions about the role of "awareness" (or heightened consciousness), as in Vipassana meditation. A friend who practices this type of meditation once told me that "the world remains yet to be named" - in terms of her emotional life, this meant that the more she welcomes and names sensations, the more she will be able to deal with what comes up.

Kevin Goldstein said...
This comment has been removed by the author.
Kevin Goldstein said...

I also found the Harris article quite illuminating, especially where the influence of autobiographical memory and context-dependent learning are involved. The emotional weight of words is often overlooked in favor of a computational approach, defining words as mere abstractions, more or less transparent signifiers. As any decent lyric poet will tell you, or anyone for that matter, words are not only inertly taxonomic but are capable of opening dynamic, idiosyncratic semantic fields as well. Words are not simply conceptual abstractions; representation is interwoven with that which it seeks to represent. Language is a storehouse of sociocultural and experiential knowledge, and if the Harris article is correct, interconnected with emotional development.
Forgive the pedantic turn, but the argument concerning context-dependent learning reminded me of something Schopenhauer said, namely that polyglotism increases the flexibility of thinking since, through the learning of many languages, the concept increasingly separates itself from the word. In contrast, as the Harris article would have it, emotional memory clings to the words we use and have used. While L2 words are initially learned via translations to L1 words, they have the potential to increasingly function as the L1 words do.
Do more words lead toward a kind of unfastened, disembodied pure abstract, or do more words embedded within highly emotional experiences become integrated into one’s emotive-cognitive life? To the extent that a word is directly linked to conceptual representations, which is debatable, then the latter must be the case. But then again if Schopenhauer’s ‘thinking’ applies to emotional cognition, then do we indeed become more profound, flexible thinkers the more words we have at our disposal?