Emotional crying has been described as the shedding of tears resulting from an emotional event and is a universal and uniquely human behavior. The purpose of the present study was to examine emotions and mood changes associated with emotional crying considering crying-related situations. A survey was done wherein a total of 159 participants were asked to recall their recent crying episodes and describe the details of the event freely. Subsequently, they assessed their emotional states and mood changes upon crying. The study identified four types of crying-related emotions namely crying with sadness, crying with sadness and regret, crying with sadness and being moved, and crying with happiness and being moved. The specific episode characteristics for each type of emotion were described. The results showed that crying other than that accompanied by sadness alone resulted in a refreshed mood change, suggesting that mood change after crying differed depending on the emotion accompanying the crying.

This study examined how non-native English speakers with Asian accents are evaluated. Previous research has consistently shown that non-native speakers with Asian accents tend to be rated lower than native English speakers on dimensions of competence and status. However, findings regarding the dimension of attractiveness have been less consistent. In the present study, 48 Japanese participants (22 with relatively high English proficiency and 26 with relatively low proficiency) and 26 native English speakers participated in an evaluation task using the verbal-guise technique. They rated non-native English speakers with varying levels of Asian accent. The results showed that both Japanese participants and native English speakers evaluated speakers with stronger Asian accents more negatively on both competence/status and attractiveness dimensions. Moreover, Japanese participants evaluated the Asian-accented speakers more negatively overall than did native English speakers. These findings suggest the existence of standard language ideology in the evaluation of speakers with Asian-accented English, as well as native-speakerism in English learning among Japanese participants.

This study aimed to elucidate whether “romance for identity” behaviors reflect the degree of identity formation or are influenced by factors such as relationship status and duration. Surveys were administered to 195 college students. Regression analysis of the survey data revealed that characteristics such as “fear of being overwhelmed by the partner” and “being concerned about the partner’s evaluation” were associated with the degree of identity formation. However, these characteristics were found to be independent of relationship status and duration. Furthermore, “feeling burdened by the relationship” was influenced by relationship status and identity formation independently. In contrast, “becoming unable to take one’s eyes off the partner’s behavior” was not associated with identity formation, relationship status, or relationship duration. Our findings suggest that certain “romance for identity behaviors” are related to the degree of identity formation in adolescents. However, some of these behaviors are related to the processes of relationship development and dissolution, independent of identity formation.