Clinical reports suggest that various emotions and types of stress can precipitate asthmatic symptoms, but there is little experimental evidence to substantiate this claim. We studied the impact of different emotional states and stress on respiratory resistance in asthmatic and nonasthmatic individuals. Participants (24 asthmatic and 24 nonasthmatic patients) viewed short film sequences selected to induce anxiety, anger, depression, elation, happiness, contentment, or a neutral affective state and completed two stressful tasks, mental arithmetic to induce active coping efforts and viewing of medical slides to induce passive coping efforts. Oscillatory resistance, heart rate, blood pressure, baroreflex sensitivity, skin conductance level, respiration rate and volume, and self-reported affective state were measured throughout the session. Uniform increases in oscillatory resistance were found in all emotional states compared with the neutral state and during mental arithmetic in both groups. Asthmatic patients showed stronger reactions to the medical slides than healthy control subjects, with significant increases in oscillatory resistance, blood pressure, skin conductance level, and minute volume, as well as higher levels of self-reported depression, arousal, and shortness of breath. Changes in oscillatory resistance were inconsistently correlated with other physiological indices. Various emotional states and stress increase oscillatory resistance largely independently of concurrent increases in autonomic or ventilatory activity. The particular sensitivity of asthmatics to passive coping demand requires additional research.

The research exploited a unique architectural setting of a university residence hall composed by six separate buildings that matched for every architectural detail and differed only for the interior color (violet, blue, green, yellow, orange, and red). Four hundred and forty-three students living in the six buildings for an average of 13.33 months participated in a study that assessed color preference (hue and lightness), lightness preference, and the effects of color on studying and mood. The results showed a preference for blue interiors, followed by green, violet, orange, yellow, and red. A preference bias was found for the specific color in which the student lived. Gender differences emerged for the preference of blue and violet. Room-lightness was significantly affected by the interior color. Room ceiling was preferred white. Blue as interior color was considered to facilitate studying activity. The use of differentiated colors in the six buildings was evaluated to significantly facilitate orienting and wayfinding. A significant relation was found between a calm mood and preference for blue.