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    Consumer responses to smoke-impacted pinot noir wine and the influence of label concepts on perception
    (Elsevier Ltd, 2025-02-01) Fryer JA; Dupas de Matos A; Hort J; Tomasino E
    While wildfire's impacts on wine have been considered a defect due to the introduction of smoke-related off-flavours, limited studies have investigated consumers responses to smoke-impacted wines. The aims of this work were (i) to explore how New Zealand consumers respond to smoke-impacted wine; (ii) confirm whether clusters of consumers existed and characterise them by their liking of smoky flavours in foods/beverages and subjective wine knowledge; and (iii) explore how different label concepts influence consumer responses. Participants responded to liking, emotions, and perceived sensory attributes of five blends of smoke-impacted wine with non-impacted wine, along with a smoke-impacted wine presented with four different label concepts. Two clusters of consumers were identified, with one disliking the smoke-impacted wine (smoke-dislikers) and the other cluster liking (smoke-liker). The smoke-liker cluster indicated a greater liking of smoke flavours in foods and beverages, along with a higher level of subjective wine knowledge. For the labels, the introduction of the label concept significantly increased liking of the wine for the smoke-dislikers, as well as had the power to elicit different emotions and sensory experiences. This research provides vital information to the wine industry as they adapt to future wildfire years, along with how the distinct sensory profile may not be detrimental to consumer acceptance and can be modulated by the type of information on label. Further research is needed to explore how different populations and wine styles correlate with these findings, and the effects of varying levels of smoke exposure in Pinot noir and other grape varietals.
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    Responding to negative emotion in a pre-service mathematics classroom
    (Springer Nature B.V., 2024-09-18) Higgins J; Bonne L; Eden R; Bellocchi A
    Emotions associated with prior mathematics learning experiences endure for some pre-service teachers, leaching into their own teaching of mathematics. Taking a sociology of emotions framing, the naturalistic study used event-oriented social inquiry and employed multiple methods (classroom transcripts, interviews, email conversations and reflective notes). In the event selected for this paper, we identified the importance of teacher educators intentionally attending to emotions in pre-service mathematics classes to address a dominant cognitive emphasis in learning to teach mathematics. We found that collective empathy was central to an emotional climate in which responses to individual and collective emotions were considered. We argue that collectively creating an emotionally safe environment in pre-service teacher education can help disrupt cycles of negative emotion associated with mathematics.
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    Human emotion recognition using smart sensors : a thesis submitted in fulfilment of the requirements for the degree of Master of Engineering in Electronics and Communication Engineering, School of Engineering and Advanced Technology, Massey University, Palmerston North, New Zealand, February 2012
    (Massey University, 2012) Quazi, Muhammad Tauseef
    Emotions play a vital role in people’s everyday life. It is a mental state that does not arise through free will and is often accompanied by physiological changes. Therefore monitoring these changes is important as they are perceptions of emotional changes and can help in identifying matters of concern at an early stage before they become serious. Emotion recognition has become an important subject when it comes to human-machine interaction. Various methods have been used in the past to detect and evaluate human emotions. The most commonly used techniques include the use of textual information, facial expressions, speech, body gestures and physiological signals. In this project we have developed an emotion recognition system based on information provided by the physiological signals. These signals are obtained from a skin temperature sensor, a heart rate sensor, and a skin conductance sensor. The amplified and filtered signals from the sensors are input into the microcontroller where all the processing takes place. The microcontroller wirelessly transmits data to a computer where it is stored for data analyses and feature extraction for emotion recognition. The four basic emotions observed in this project are happy (excited), sad, angry and neutral (relaxed). The data has been collected from healthy individuals, including both male and female, with ages ranging from 18 to 72 years. K-means clustering algorithm has been used to cluster data into four groups (emotions). A graphical user interface (GUI) has been designed to communicate with the hardware as well as display real-time emotion(s) for the monitored period. The developed system has shown an overall emotion recognition rate of 86.25%.
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    Face validity : exploring the relationship between facial affect recognition and psychopathic traits with high-risk prisoners in New Zealand : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University
    (Massey University, 2011) Tamatea, Armon James
    Psychopathy, as a psychiatric entity, psychological construct, and social idea has suffered from conceptual vagueness and misuse for over two centuries. Currently, psychopathic individuals are considered to present as having a constellation of affective, interpersonal, and behavioural characteristics that typically incurs great social, economic, and human costs by virtue of repeated displays of extreme antisocial behaviour. As such, individuals who are considered ‘psychopathic’ tend to be over-represented in judicial and correctional settings, tend to re-offend faster and more often than nonpsychopathic offenders, and are also resistant to conventional treatment efforts – so much so, in fact, as to have the reputation of being ‘untreatable’. Historical and current conceptualisations of psychopathy have emphasised moral, behavioural, cognitive, neurocognitive, and even physiological differences. However, the various social and interpersonal contexts in which these individuals interact and indeed offend do not appear to have been fully explored in the literature. This study explored social cognitive aspects of violent offenders with psychopathic traits with a view towards informing intervention approaches with this high-risk and potentially dangerous group. Furthermore, the impact of psychopathy is largely evident in the social realm and suggests differences in social information-processing. The role of emotions, especially those of others, is an important construct across theories of social interactions and impairments in affective processing, such as low empathy, guilt, and fear that are common features of psychopathy. Given that recognising emotions from facial cues is an early developmental marker ofemotional and social development, it presents as an interface between behaviour and social cognitive processes. This study sought to investigate the basic relationships between psychopathy and social cognitive phenomena. Male prisoners (N = 68) from New Zealand prisons were invited to (1) identify facial expressions from Ekman and Friesen’s (1976) Pictures Of Facial Affect stimuli set; (2) discriminate emotions from displayed pairs of faces; and (3) repeat the tasks after being administered a frustrating task. It was hypothesised that men who presented with psychopathic traits (as measured on the Psychopathic Personality Inventory-Revised; PPI-R; Lilienfeld & Widows, 2005) would reveal biased responding before and after the stress intervention. Contrary to expectations, the findings from this study did not – on the whole – support the hypothesis. However, the outcomes called into question the supposedly pervasive and apparently cognitively-impaired nature of psychopathic social information-processing.
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    Talking about anger : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 1997) O'Connor, Catherine M.; O'Connor, Catherine M.
    This project takes place within poststructuralist challenges to psychology's dominant discourses of theory and research on anger. These dominant discourses of psychology produce anger as an entity which is categorised separately from other emotions, is located within individuals as essential and physiological, and which must be controlled by reason; discourses which reproduce mind/body and individual/social binaries. This study deconstructs anger talk in transcripts of interviews with twenty counselling students, eight experienced counsellors, and seven of the original group three years later. The texts are read, discourses producing anger and subjectivity are explicated, and the constitutive power of language is instanced in detailed analysis of textual fragments. In my reading of these texts, anger is a product and is productive of social relations, and I read the texts through three overlays: discourses of anger, the constitution of subjectivities, and specific language forms. I have braided three plaits of themes in anger talk: psychology discourses, moral evaluations, and social relations. Detailed analyses of fragments of the texts capture the constitution of subjectivities in the grammatical and syntactical textures of anger talk which enact the social interweave of claims and conflicts, protests and renegotiations of power relations. In the counsellor study and the follow-up of students, discourse production varies as subject positions are enabled among professional discourses. Finally, this study illustrates the general relevance of poststructural approaches as research methodologies for social psychology. Multiple discourses constitute subjectivities in social relations, and constitute the objects of psychology. The deconstruction of discourses weaves us as researchers into the fabric of discursive processes, not as observers, but as weavers and woven.
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    Enhancing positive work relationships and the school environment : an exploratory case study of teachers' emotions : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2010) Yee, Sarah Anne
    The experience of work life is saturated with feelings or emotions (Ashforth & Humphrey, 1995). For humans, as with any social animals, our survival and day to day functioning rely heavily on the communication and perception of emotions (Ashkanasy, Härtel, & Zerbe, 2000b). When attention is paid to increasing awareness and understanding of emotion in our work lives, and how those emotions affect others, there is potential to improve interpersonal interactions and develop more positive, supportive work relationships. The work environment is largely dependent on the quality of these relationships and connections between organisational members (Carmeli, 2009). Despite the centrality of work relationships within organisations, researchers are yet to fully understand the dynamics and the processes that nurture and sustain positive interpersonal relationships at work (Ragins & Dutton, 2007). Collegial relationships are particularly important in organisations such as schools, where the way that staff interact with one another not only affects their job performance and the quality of their work life, but also the lives and learning abilities of their students. The purpose of this study was to gain a deeper understanding how collegial interactions, relationships, and the school environment may change when staff are trained in emotional skills. This research was a smaller, parallel study contributing to a larger three year project – Te Aniwaniwa: Warming up the Classroom Emotional Environment. A mixed method approach utilised quantitative information from questionnaires to assess the school environment and morale, and qualitative information from weekly diaries of emotional interactions and semi-structured interviews. All of the teaching and support staff from a local primary school attended workshops to enhance their emotional skills based on the Harvey-Evans (2003) model of the classroom emotional environment. Although statistical analyses were not sensitive enough to detect changes in quantitative data from questionnaires due to a small sample size (N=18), qualitative information collected from weekly diaries and interviews suggested that staff were noticing changes to their day to day interactions with one another and improvements to their professional relationships. Interview themes highlighted some of the day to day behaviours and expectations that may be important in laying solid foundations on which positive relationships can be built. By delivering training to individuals within School A to enhance their emotional skills, this programme encouraging the development of an atmosphere where emotions could be expressed, understood and managed more effectively. The implications of these results are not necessarily restricted to management and staff relationships in schools but may also be extended to other occupational settings where individuals are required to support one another and share ideas and resources.
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    A qualitative exploration of emotional competence and its relevance to nursing relationships : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University, Palmerston North, New Zealand
    (Massey University. School of Health Sciences, 2005) Wilson, Stacey Caroline
    This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices.From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing.A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required.Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession.