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![Page 1: OLDER ADULT EXPERTISE IN EMOTION REGULATION: GAINS AND COSTS Georgia Tech Tuesday Talks, September 16, 2008 Fredda Blanchard-Fields School of Psychology.](https://reader037.fdocuments.net/reader037/viewer/2022110206/56649d015503460f949d44d2/html5/thumbnails/1.jpg)
OLDER ADULT EXPERTISE IN EMOTION REGULATION: GAINS AND COSTS
Georgia Tech Tuesday Talks, September 16, 2008
Fredda Blanchard-Fields
School of PsychologyCollege of Sciences
Georgia Institute of Technology
![Page 2: OLDER ADULT EXPERTISE IN EMOTION REGULATION: GAINS AND COSTS Georgia Tech Tuesday Talks, September 16, 2008 Fredda Blanchard-Fields School of Psychology.](https://reader037.fdocuments.net/reader037/viewer/2022110206/56649d015503460f949d44d2/html5/thumbnails/2.jpg)
An older woman’s daughter-in-law just gave birth to her fifth grandchild. However, her daughter-in-law and son were quite insulting instructing her on how to hold the baby. In order not to escalate the conflict, the older woman gently gave the baby back to the mother and left the hospital room to vent her emotions alone. She did not want to cause a fight with her family at such a vulnerable time. Later, when things calmed down, she would revisit the issue with her family.
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Age-related increases in experience, pragmatic knowledge, expertise, “invested” skills
Older adults are effective in social problem solving and emotion regulation
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Positive emotional trajectory
Mroczek & Kolarz (1998)
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Emotion has a positive developmental trajectory into older adulthood
Subjective experience of emotion is maintained with age (Kunzmann & Grühn, 2005)
Older adults report heightened ability to control their emotions (Gross et al., 1997; Lawton et al., 1991)
Emotion regulation is prioritized and more effective as we get older (Blanchard-Fields, 2007; Carstensen, 2006)
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How do we reconcile this with…
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Cognitive aging characterized by losses
Park, Lautenschlager, Hedden, Davidson, Smith, & Smith (2002)
-1.2
-0.8
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0
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0.8
1.2
20's 30's 40's 50's 60's 70's 80's
Digit Symbol
Letter Comparison
Pattern Comparison
Letter Rotation
Line Span
Computation Span
Reading Span
Benton
Rey
Cued Recall
Free RecallAge Groups
Z-s
core
s
n = 350
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Two Questions
What are the skills, motivational preferences, and social knowledge older adults possess and use to regulate their emotions?
Under what conditions are older adults more effective at regulating their emotions? Under what conditions are they less effective?
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Motivational Preferences
Shift in motivational goals to optimize emotionally gratifying experience
Maximize positive Avoid negative In service of emotion regulation Emotion regulation may be well-practiced
in older adulthood
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Motivational Preferences
Perhaps coupled with the idea that older adults are also motivated to use their resources wisely given the respective decrease in cognitive capacity.
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Motivation to Regulate Emotions Questionnaire
1. I find it personally satisfying to be able to feel my emotions without letting them be disruptive.
2. I enjoy being aware of my feelings but I also find it satisfying to maintain a positive outward appearance.
3. It is an interesting challenge to remain calm and not always be getting upset.
(SRWNE: Kim, Deci, & Zuckerman, 2002)
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Age Differences in Motivation to Regulate Emotions
4.6
4.8
5
5.2
5.4
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Age Group
■ Young Adults ■ Middle-aged Adults ■ Older Adults
Boron & Blanchard-Fields, 2008
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Emotion Regulation Strategy UseIn my research we focus on emotion regulation in the context of interpersonal problem solving in developmentally relevant life domains
When the problem situation involves emotional or social factors, older adults can draw on accumulated personal experience in social and emotional realms to regulate emotions and effectively solve problem
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Strategies
Instrumental problem-solving strategies: direct action to solve or analyze the problem
Passive emotion-regulation strategies: deliberate withdrawal from conflict
Proactive emotion-regulation strategies: directly confronting and managing one’s emotions
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When older adults solve everyday problems:
They prefer combinations of emotion-regulation and instrumental strategies, whereas younger age groups prefer instrumental strategies only (Watson & Blanchard-Fields, 1998)
They tailor strategies to fit the problem solving context (Blanchard-Fields, 2007; Blanchard-Fields et al., 1995, 1997, 2004)
Emotion regulation strategies preferred in emotionally-charged, interpersonal, and uncontrollable situations
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What Predicts Strategy Use?
Older adults tend to use more passive emotion regulation strategies
Strategy use is not correlated with cognitive functioning
Emotional complexity and Motivation to regulate predicts strategy use (Boron & Blanchard-Fields, 2008; Coats & Blanchard-Fields, 2008)
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The Special Case of Anger
Anger avoidance effect
Anger poses possibility of high arousal, more toxic for older adults (Blanchard-Fields, 2007; Consedine et al., 2002)
Emotion regulation literature shows that in their daily lives, older adults avoid experiencing anger in problem situations (Birditt & Fingerman, 2003; Blanchard-Fields & Coats, 2008; Charles & Carstensen, in press)
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Emotion Regulation and Discrete Emotions (Blanchard-Fields & Coats, in press)
What are the specific emotions experienced during problem situations and how are they handled?
Are specific emotions related to specific types of emotion regulation strategies in the same way for different age groups?
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METHOD
Interview: recall financial, family, friend, and romantic other problems and how they solved them (no age differences)
Participants also reported specific emotions experienced and strategies used to handle each emotion
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Frequency of Anger Evoked Across Problems
0
0.5
1
1.5
2
2.5
Young Adults Middle-Aged Older Adults
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Passive Emotion Regulation Strategy Use
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Passive Strategies Other Strategies
Anger
Sad
Young Adults Older Adults
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Passive Strategies Other Strategies
Anger
Sad
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Furthermore…
The reduced experience of anger on the part of older adults partially accounted for why they did not use a high degree of proactive emotion regulation strategies.
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Early Processing of Anger
Recognition of Emotions
Attention to Emotions
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Age differences in emotion recognition persist for anger when information is combined
(Stanley & Blanchard-Fields, 2008)
3
4
5
Afraid
Angry
Disgus
ted
Happy
Sad
Surpris
ed
Neutra
l
# C
orr
ect
(max
= 5
)
YA
OA *
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YOUNG ADULTS
(n = 16, ages 18-31)0 V-4.0 V 4.0 V
-6
-4
-2
0
2
4
6
-100 100 300 500 700
Time (ms)
Vo
ltag
e (
mic
rovo
lts
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-3
-2
-1
0
1
2
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4
-100 100 300 500 700
Time (ms)
Vo
ltag
e (
mic
rov
olt
s)
P8 electrode
O2 electrode
-3
-2
-1
0
1
2
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4
-100 100 300 500 700
Time (ms)
Vo
ltag
e (
mic
rovo
lts)
-3
-2
-1
0
1
2
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4
-100 100 300 500 700
Time (ms)
Vo
ltag
e (
mic
rovo
lts)
-3
-2
-1
0
1
2
3
4
-100 100 300 500 700
Time (ms)V
olt
ag
e (
mic
rovo
lts)
P7 electrode
ANGRY
HAPPY
SAD
-6
-4
-2
0
2
4
6
-100 100 300 500 700
Time (ms)
Vo
ltag
e (
mic
rovo
lts
)
O1 electrode
Young Adults
• Increased amplitudes of the P1 components at occipito-temporal electrodes for emotional facial expressions compared to neutral.
• Young adults deploy more attention to emotional faces than neutral faces.
In collaboration with A. Mienaltowski & P. Corballis
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OLDER ADULTS
(n = 15, ages 61-77)
-3
-2
-1
0
1
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-100 100 300 500 700
Time (ms)
Vo
ltag
e (
mic
rovo
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Vo
ltag
e (
mic
rovo
lts)
-3
-2
-1
0
1
2
3
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-100 100 300 500 700
Time (ms)V
olt
ag
e (
mic
rovo
lts)
0 V-4.0 V 4.0 V
-3
-2
-1
0
1
2
3
4
-100 100 300 500 700
Time (ms)
Vo
lta
ge
(m
icro
vo
lts
)
-6
-4
-2
0
2
4
6
-100 100 300 500 700
Time (ms)
Vo
lta
ge
(m
icro
vo
lts
)
-6
-4
-2
0
2
4
6
-100 100 300 500 700
Time (ms)
Vo
lta
ge
(m
icro
vo
lts
)
P8 electrode
O1 electrode
O2 electrode
ANGRY
HAPPY
SAD
P7 electrode
Older Adults
• Older adults deploy less attention to probes following angry faces, compared to neutral faces.
• Older adults withdraw attention from angry faces.
In collaboration with A. Mienaltowski & P. Corballis
![Page 27: OLDER ADULT EXPERTISE IN EMOTION REGULATION: GAINS AND COSTS Georgia Tech Tuesday Talks, September 16, 2008 Fredda Blanchard-Fields School of Psychology.](https://reader037.fdocuments.net/reader037/viewer/2022110206/56649d015503460f949d44d2/html5/thumbnails/27.jpg)
Question 2:Are older adults more effective at regulating their emotions and solving everyday problems?
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Expert Ratings of Effectiveness by Age for Instrumental and Interpersonal Domains (Blanchard-Fields et al., 2007)
Interpersonal Problems
0.0
0.1
0.2
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0.4
0.5
0.6
0.7
0.8
Avoida
nce
Passiv
e Dep
ende
nce
Proble
m-F
ocus
ed
Cognit
ive A
nalys
is
Co
rrel
atio
n w
ith
Exp
ert
Rat
ing
s
Young Old
*
*
Instrumental Problems
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
Co
rre
lati
on
wit
h E
xp
ert
Ra
tin
gs
Young Old
*
*
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With respect to emotion regulation strategies:
Previous work based on self-report data.
What about on-line emotion regulation?
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To what extent does emotion regulation draw on cognitive resources?
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Emotion Regulation Requires Resources
Regulating emotions disrupts simultaneously or subsequently performed tasks Concealing feelings worsens memory performance
(Richards & Gross, 2001)
Suppressing forbidden thoughts leads to lower persistence in solving anagrams (Muraven, Tice, & Baumeister, 1998)
In smokers, presence of craving-eliciting cues increases RT’s and worsens language comprehension (Madden & Zwaan, 2001; Zwaan & Truitt, 1998)
Possible explanations Processing capacity sharing Self-control as a limited resource
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Adding an Aging Perspective Is regulating emotions equally effortful
or costly for people of different ages?
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Given that growing older is related to increased focus on and better regulation of emotions, it should be less costly for older adults
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Procedure
Baseline Affect RatingThree blocks: N-Back 2 & Affect
Rating
Mood InductionDisgust / Neutral
Affect immediately after film clip
Three blocks: N-Back 2 & Affect Rating
Cognitive TestsPersonality and Emotion
Regulation SurveysFollow-up Questions
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N-Back 2 Task
4
2
9
2
“no”
“no”
“no”
“yes”
9 “yes”
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Mood Induction
Disgust Neutral
Film clips from Shiota & Levenson, 2008
(2:10 min) (2:11 min)
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Four Conditions
Experimental: Disgust - Down-Regulate The movie you just saw probably caused you to
experience a negative emotional reaction. When working on the next tasks, we would like you to change that negative reaction as fast as you can. Use any strategy you have available to turn your negative feelings into positive ones. At the same time, remember it is important that you do a good job in performing the other tasks.
Control 1: Disgust – No instructions Control 2: Disgust – Maintain
… When working on the next tasks, we would like you to maintain the intensity of your negative reaction to the film. Just keep your negative feelings going and do not try to change them in any way. …
Control 3: Neutral – No instructions
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Disgust Ratings: Young and Old Report Comparable Emotional Reactions to Film Clips
YOUNG ADULTS OLD ADULTS
*** Time x Condition: F (12, 352) = 14.58, p = .001, η2 = .30Time x Age x Condition: F (12, 352) = 1.08, p = .38, η2 = .03
Note. Error bars represent standard errors.
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N-Back: Old Have Larger Practice Gains Relative to Young in Down-Regulation Condition
YOUNG ADULTS OLD ADULTS
*** Time x Age x Condition: F (3, 65) = 2.86, p = .04, η2 = .12
Note. Error bars represent standard errors.
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Summary of Results
In all conditions, both age groups improved N-Back performance after mood induction
Experience of disgust per se did not seem to affect performance
After a disgust-evoking event, N-Back performance was unaffected when not given any explicit emotion regulation instruction, or when given instructions to maintain disgust
Active emotion regulation may be less costly for old adults than it is for young adults
Instructions to down-regulate emotions disrupted working memory performance in young adults, but not in older adults
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Does the type of emotion regulation strategy used influence cost?
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What happens when emotion regulation instructions are to suppress the expression of emotion?
Evidence suggests this is the most demanding strategy on cognitive resources (Phillips et al., in press; Richards & Gross, 2001)
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0
50
100
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250
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350
Incongruent Congruent
RT
diffe
renc
es (m
s)
Natural/Neutral video
Suppress/Negative video
Older Adults’ Reaction Time for Incongruent and Congruent Stroop Trials Relative to Neutral
(In collaboration with Erin Senesac)
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What emotion regulation strategies underlie age differences in emotional outcomes?
(in collaboration with Abby Coats)
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Strategies
“Focusing on the positive” (similar to positive reappraisal)
“Avoiding negative” (similar to distraction)
“Focusing on the negative”
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Procedure
Mood assessment (Time 1) Receive emotion regulation instructions Watch sad film Mood assessment (Time 2) Write about film (instructions varied by condition) Mood assessment (Time 3) Report strategies actually used (open-ended, then
questionnaire) Mood assessment (Time 4) Individual differences measures Memory for film (retell it; then recall of positive,
negative, neutral information) Read happy story (for ethical purposes)
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Sadness ratings are reduced when avoiding negativity over time
Young Adults
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4
Time
Sad
nes
s Positivity
Avoid Negativity
Negativity
No Instructions
Older Adults
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4
Time
Sa
dn
es
s Positivity
Avoid Negativity
Negativity
No Instructions
Young Adults
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4
Time
Sad
nes
s Positivity
Avoid Negativity
Negativity
No Instructions
Older Adults
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4
Time
Sa
dn
es
s Positivity
Avoid Negativity
Negativity
No Instructions
Young Adults
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4
Time
Sadn
ess
Positivity
Avoid Negativity
Negativity
No Instructions
Older Adults
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4
Time
Sadn
ess
Positivity
Avoid Negativity
Negativity
No Instructions
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Young adults’ mood improves when instructed to avoid negativity
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
Avoid Negativity No Instructions
Instructions Condition
Mo
od
Imp
rove
men
t
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Effects of Instructions
Young adults who were instructed to avoid negativity had better mood outcomes & more positive memory than young adults without instructions
Avoid Negativity more effective than Positivity
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Conclusions
Emotion regulation is less costly for older adults (experience vs. expression of emotion)
Older adults tailor strategies to fit the problem solving context (domain, discrete emotions experienced)
Older adults are more effective in strategy use
Avoiding or diverting attention away from negativity may explain why older adults are more positive
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Our Current Research:
Adaptive significance of these patterns related to both psychological and bodily well-being Time-sampling study
Combine what we found from the above studies with multiple levels of analysis
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Although advancing age may be associated with cognitive decline, such declines do not readily translate into impaired emotion regulation and everyday problem solving effectiveness.
Instead, both types of developmental changes exist in parallel and may even complement one another.
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Cultural/Societal Perspective
In a society where the aging mind can be viewed as obsolete, from a broader cultural/societal perspective we need both the thinking of youth and the thinking of mature adults
The Case of Imo
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Acknowledgements
Susanne Scheibe, Abby Coats, Jenny Stanley, Andy Mienaltowski, Paul Corballis, Julie Boron, Erin Senesac, Fong Hum, Michelle Horhota, Bina Ali, Jonathan Hertzog, Daniel Pierce, Liz Piper, Erin Pridgen, Katy Riddle, and other members of the Adult Development Lab
Thank you for your attentionContact: [email protected]