Relevant bibliographies by topics / Emotions and cognition

Academic literature on the topic 'Emotions and cognition'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Emotions and cognition"

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Perlovsky, Leonid. "Emotions of “higher” cognition." Behavioral and Brain Sciences 35, no. 3 (May 23, 2012): 157–58. http://dx.doi.org/10.1017/s0140525x11001555.

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AbstractThe target article by Lindquist et al. considers discrete emotions. This commentary argues that these are but a minor part of human emotional abilities, unifying us with animals. Uniquely human emotions are aesthetic emotions related to the need for the knowledge of “high” cognition, including emotions of the beautiful, cognitive dissonances, and musical emotions. This commentary touches on their cognitive functions and origins.
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Tomoyuki, Takahashi. "Research on the Effect of Negative Emotions on the Sensitivity of Consuming Novel Items." BCP Business & Management 37 (February 1, 2023): 91–96. http://dx.doi.org/10.54691/bcpbm.v37i.3550.

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The rapid development of society has led to an increasing desire for shopping. Many brands have introduced many novelties to satisfy the public taste. If customers are confronted with very new and complex things and situations beyond their current cognitive abilities, they present a wide range of emotional experiences. Emotions are emotional experiences of human attitudes toward objective external things, reflections between objective external things and the needs of the subject in the human brain. Emotions include positive and negative emotions. Negative emotions such as feelings and moods are very common among consumers, and this paper analyzes the impact of consumer attitudes from negative emotional states, i.e., negative emotions. Consumer attitudes have three components: affective, cognitive, and behavioral. The effect is the feeling of the consumer’s attitude object. Cognition refers to the beliefs that consumers hold about an attitude object. Behavioral disposition is the intention of the behavior people want to take toward an attitude object. Oliver proposed in 1997 that consumer attitude is a comprehensive evaluation of consumers’ cognitive and emotional reactions to the consumption experience and is a judgment of the process of satisfying needs. In other words, both cognition and emotion affect consumers’ attitudes. In this paper, the presence of negative emotion is used as an actionable variable to study the effect of negative emotion on price sensitivity.
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Vonk, Jennifer, and Esther M. C. Bouma. "Attachment as the Catalyst for the Attribution of Complex Cognition and Emotion to Companion Cats." Animals 14, no. 14 (July 21, 2024): 2123. http://dx.doi.org/10.3390/ani14142123.

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Companion cat caregivers ascribe complex emotions and cognitions to their cats, and these attributions are greater with a stronger attachment to their animals. We compared attributions of emotional and cognitive complexity to cats in cat caregivers and non-caregivers. We measured attitudes toward animals, belief in animal minds, caregivers’ strength of attachment, and attachment style with a particular companion cat in 448 university students, of whom 251 had owned a cat. We asked the extent to which respondents thought that cats were capable of expressing primary and secondary emotions and cognitive capabilities. Caregivers significantly differed from non-caregivers only in the attribution of primary emotions. Belief in animal minds predicted the attribution of secondary emotions and cognition. For caregivers only, avoidant attachment style was negatively associated with the attribution of primary emotions, whereas attachment strength was positively associated with the attribution of secondary emotions and cognition. These abilities may have greater discriminatory power as most respondents ascribe primary emotions to cats, perhaps for anthropomorphic reasons. Housing conditions (indoor and outdoor) were not associated with attributions, suggesting that bonds are more important than time spent together within the home in predicting the attribution of emotional and cognitive complexity in cats.
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Yang, Inju, and Bouchaib Bahli. "Interplay of cognition and emotion in IS usage." Journal of Enterprise Information Management 28, no. 3 (April 13, 2015): 363–76. http://dx.doi.org/10.1108/jeim-12-2013-0092.

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Purpose – The purpose of this paper is to demonstrate the effects of emotion as outcomes of cognition, in turn influencing levels of information system (IS) usage at work. In doing so, the author presents set of propositions illustrating an integrated model by adapting both cognitive and affects aspects to explain continuance of IS usage. Design/methodology/approach – This conceptual paper explains the importance of cognitive judgement to IS usage via emotional lenses. Based on literature covering the concepts of technology adaptation theory, emotions, as well as the theoretical foundations in cognitive appraisal, the author has examined the relationship between cognition and IS usage with mediating emotion. Findings – Propositions based on literature review of cognition and emotions in IS research are presented for further empirical study. The author argues that by connecting cognitive judgement and emotional reactions on IS, both ease of use and usefulness should be considered in designing IS as to how these may generate positive or negative emotions. Research limitations/implications – As the success of IS depends on the users’ continued use of the system, an integrated model adapting both cognitive and affects aspects will be better equipped to explain continuance of IS usage. Practical implications – Good IS design could influence not only the effectiveness of IS but also the emotional well-being of employees. Originality/value – This is one of the first studies to consider together the impact of the cognitive and affective processes leading to IS continuance in one model. This is one of the first studies in which one single model is used to consider together the impact of the cognitive and affective processes leading to IS continuance. Thus, the author contributes to IS continuance literature as well as employees’ well-being literatures given how IS is embedded in today’s working organization. The author also believes the model will stimulate more comprehensive understanding of IS continuance as IS users are considered as human beings with both cognition and emotions.
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Reisenzein, Rainer. "The Legacy of Cognition-Arousal Theory: Introduction to a Special Section of Emotion Review." Emotion Review 9, no. 1 (November 11, 2016): 3–6. http://dx.doi.org/10.1177/1754073916662551.

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Schachter’s cognition-arousal theory has been highly influential in emotion psychology and beyond. The six contributions to this special section investigate the origins of Schachter’s theory in his previous work on affiliation; systematize the variety of existing versions of cognition-arousal theory; summarize recent cognition-feeling theories of emotion and associated empirical work influenced by Schachter’s theory; and critically reexamine two assumptions of cognition-arousal theory: the assumption, made in some interpretations of the theory, that cognitive appraisals are components of emotions, and the assumption that bodily feelings cannot alone constitute emotional experiences.
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Izard, Carroll E. "Basic emotions, relations among emotions, and emotion-cognition relations." Psychological Review 99, no. 3 (1992): 561–65. http://dx.doi.org/10.1037/0033-295x.99.3.561.

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Uniyal, Saurav. "Interplay Between Cognition and Emotion: Unravelling the Mind Complexity." SHODH SAGAR JOURNAL OF INSPIRATION AND PSYCHOLOGY 1, no. 2 (2024): 1–9. http://dx.doi.org/10.36676/ssjip.v1.i2.01.

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To understand human behavior and mental health, one must understand the complex interplay between cognition and emotion. The cognitive processes of perception, attention, memory, and decision-making, as well as the affective states, mood, and subjective experiences associated with emotions, are often regarded as distinct entities. However, new research shows that cognitive processes are strongly linked to emotional experiences and vice versa. To comprehend the complex relationship between cognition and emotion, this research article examines its importance, mechanisms, and prospective effects on psychological well-being. The complex relationship between cognition and emotion is examined using dual-process theories, appraisal theory, embodied cognition, and neurocognitive models. According to this study, attentional biases and cognitive reappraisal alter emotional experiences and reactions. It explores how emotional states affect cognitive performance, notably attention allocation, memory encoding, and decision-making. This study also investigates the neurological systems that link cognition and emotion, highlighting the prefrontal cortex, amygdala, and hippocampus. To study cognitive-emotional relationships, neuroimaging, behavioral experiments, and computer modeling are used. By understanding the complex link between cognition and emotion, this research advances strategies to improve cognitive-emotional dysregulation and mental health. The utilization of conclusions can serve to elucidate psychopathology, formulate therapeutic approaches, and foster resilience in the face of adversity. The examination of the relation between cognition and emotion holds significant importance in comprehending human behavior and mental well-being, and this research delves into this subject comprehensively.
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Zhou, Zhenhua. "Emotional thinking as the foundation of consciousness in artificial intelligence." Cultures of Science 4, no. 3 (September 2021): 112–23. http://dx.doi.org/10.1177/20966083211052651.

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Current theories of artificial intelligence (AI) generally exclude human emotions. The idea at the core of such theories could be described as ‘cognition is computing’; that is, that human psychological and symbolic representations and the operations involved in structuring such representations in human thinking and intelligence can be converted by AI into a series of cognitive symbolic representations and calculations in a manner that simulates human intelligence. However, after decades of development, the cognitive computing doctrine has encountered many difficulties, both in theory and in practice; in particular, it is far from approaching real human intelligence. Real human intelligence runs through the whole process of the emotions. The core and motivation of rational thinking are derived from the emotions. Intelligence without emotion neither exists nor is meaningful. For example, the idea of ‘hot thinking’ proposed by Paul Thagard, a philosopher of cognitive science, discusses the mechanism of the emotions in human cognition and the thinking process. Through an analysis from the perspectives of cognitive neurology, cognitive psychology and social anthropology, this article notes that there may be a type of thinking that could be called ‘emotional thinking’. This type of thinking includes complex emotional factors during the cognitive processes. The term is used to refer to the capacity to process information and use emotions to integrate information in order to arrive at the right decisions and reactions. This type of thinking can be divided into two types according to the role of cognition: positive and negative emotional thinking. That division reflects opposite forces in the cognitive process. In the future, ‘emotional computing’ will cause an important acceleration in the development of AI consciousness. The foundation of AI consciousness is emotional computing based on the simulation of emotional thinking.
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Davou, Bettina. "Interaction of Emotion and Cognition in the Processing of Textual Material." Meta 52, no. 1 (March 12, 2007): 37–47. http://dx.doi.org/10.7202/014718ar.

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Abstract Cognitive psychology and cognitive science have only recently come to acknowledge that human beings are not “pure” cognitive systems, and that emotions may be more than simply another form of cognition. This paper presents recent theoretical issues on the interaction of cognition with emotion, drawing on findings from evolutionary, neurobiological and cognitive research. These findings indicate that emotions have a fundamental and, often, universal importance for human cognitive functioning. Advanced cognitive processing, such as the processing required for text comprehension and translation, most of the time follows after a first, primary appraisal of the emotional impact of the information on the reader. This type of appraisal is momentary, non-conscious and non-cognitive, and is carried out by some system in the organism that functions with its own distinctive rules, different from those of the cognitive system. Emotional appraisal of the information sets the mode in which the organism (including its cognitive processes) will operate. Evidence suggests that negative emotions can instantly and non-consciously increase processing effort and time and decrease cognitive capacity, while on the other hand, positive emotions generally increase cognitive resources and expand attention and creativity. This implies that both cognitive processing of textual information, as well as its outcome, are influenced not only by the interpreters cognitive skill or by the emotional features of the text per se (the emotional impact that the writer has attempted to generate), but also (and perhaps most importantly) by the subjective emotional significance that the information has for each individual interpreter.
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Izard, Carroll E., Christopher J. Trentacosta, and Kristen A. King. "Brain, emotions, and emotion-cognition relations." Behavioral and Brain Sciences 28, no. 2 (April 2005): 208–9. http://dx.doi.org/10.1017/s0140525x0537004x.

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Lewis makes a strong case for the interdependence and integration of emotion and cognitive processes. Yet, these processes exhibit considerable independence in early life, as well as in certain psychopathological conditions, suggesting that the capacity for their integration emerges as a function of development. In some circumstances, the concept of highly interactive emotion and cognitive systems seems a viable alternative hypothesis to the idea of systems integration.
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Dissertations / Theses on the topic "Emotions and cognition"

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Boakes, Jolee Alison. "The role of specific emotions in affective priming effects." University of Western Australia. Graduate School of Education, 2010. http://theses.library.uwa.edu.au/adt-WU2010.0116.

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[Truncated abstract] The finding that less time is needed to evaluate the valence of a target when it is preceded by a prime of the same valence, as opposed to one of the opposite valence, has become known as the affective priming effect. The research reported here investigated a new model of the mechanisms underlying affective priming effects, which focuses on the role of specific emotions within global valence categories. Specifically, this model stipulates that when presented with a stimulus that elicits particular emotions, the area of the brain corresponding to that emotion is automatically stimulated. This in turn will produce a diffuse activation of meaning nodes that are associated with that emotion. This emotion-based priming model departs from previous spreading activation accounts of affective priming, as it suggests that the facilitation effects observed in such studies may be due primarily to spreading activation via emotion-congruent, rather than valence-congruent, nodes. The overarching goal of the empirical research programme reported here was to test predictions based on this model. In three studies, facilitation effects ascribable to specific emotion-based congruence (e.g., fear-fear) were compared with those ascribable to global valence-based congruence (e.g., negative-negative) alone (i.e., in the absence of emotion-based congruence). Participants made valence judgements on targets which represented one of five basic human emotions: one positive (happy) and four negative (disgust, fear, sad, and anger). ... The fundamental design elements were the same across all three studies: the only difference was in the stimulus format of the prime-target pairs: emotion-laden scenes were used in Study One; facial expressions in Study Two; and emotion-laden words in Study Three. Results showed that, in comparison to the neutral and incongruent baselines, there were significant emotion-based priming effects across all stimulus formats. This result was also consistent across all of the negative emotions employed. Significant valence-based priming effects were, however, also obtained in each of the three studies, although these effects were more inconsistent than those obtained for emotion-based priming. That is, reaction times were significantly shorter on valence-congruent than on neutral and incongruent baseline trials, but only for a portion of the tests performed across the three studies. In Studies One and Two, reaction times were consistently shorter for emotion-congruent prime-target pairs than for valence-congruent prime-target pairs. This trend was absent in Study Three, in which word stimuli were used. These results indicate that while reaction times were facilitated, albeit inconsistently, for valence-congruent prime-target pairs, they were facilitated significantly further for emotion-congruent pairs when picture-based stimuli were used. The emotion-based and valence-based priming effects obtained across the three studies are discussed in terms of three competing theories: (i) spreading activation via global valence nodes, (ii) spreading activation via emotion centres, and (iii) expectancy-based processes. A dual-process hypothesis of affective priming is then proposed. The plausibility of the hypothesis is then explored through a synthesis and re-examination of results reported in previous affective priming research. Directions for future research to elaborate and extend on this work are discussed.
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Cheung, Ching-ying Crystal. "Cognition of emotion recognition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29740277.

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Lowe, Christine A. "The effects of suppressing anger on cognition and behaviour." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources. Restricted: no access until April 1, 2014, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25964.

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Dodd, Jessica Amen Alexandra Fineman Stephanie. "Mechanisms of self-regulation associations between cognitive control and emotion regulation /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1427.

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Amen, Alexandra. "Monitoring the mind the relationship between individual differences in cognitive control and emotion regulation /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1428.

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McWeeny, Jennifer. "Knowing emotions : emotional intentionality and epistemological sense /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201692.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 256-273). Also available for download via the World Wide Web; free to University of Oregon users.
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Baumeister, Jenny Charlotte. "Physically emotional: the role of embodied emotions from encoding to memory." Doctoral thesis, SISSA, 2015. http://hdl.handle.net/20.500.11767/3910.

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Theories of embodied cognition hold that the perception of an emotional stimulus can trigger a simulation of the correspondent state in the motor, somatosensory, and affective systems. Amongst other bodily reactions, it is thought that such embodied simulations are also reflected in facial expressions in accordance to the emotional connotation of the presented stimulus – a phenomenon also referred to as facial motor resonance. Chapter 1 reviews the theories of embodied cognition, in general, and facial motor resonance, in particular. The aim of the present thesis was to further define the function of embodied simulations, reconciling previous inconsistent results concerning the level at which embodied simulations affect the processing of emotional information, and to explore uncharted aspects of embodiment theories such as their role in memory for emotional information. In Chapter 2, I investigated the hypothesis that embodied simulations play a key role in processing only emotional information (happy and sad sentences and faces), which is low in emotional intensity or difficult to encode. This hypothesis was tested in a behavioral experiment involving a group of participants undergoing subcutaneous cosmetic injections of Botulinum Toxin-A (Botox) compared with a matched control group. The results confirmed the hypothesis: participants in the Botox group, but not those in the control group, rated emotional sentences and faces as less emotional after the Botox treatment. Furthermore, they were slower at identifying sad faces as sad after the treatment. The critical nuance of these findings was that only stimuli with moderate emotional intensity were affected. Upon considering the findings of Chapter 2, the question arose as to whether facial motor resonance, in addition to playing a role in the initial processing and recognition of emotional content, also determines its retrieval. This topic was investigated in the study reported in Chapter 3, in which eighty participants underwent a memory task for emotional and neutral words. The task consisted of an encoding and a retrieval phase. Facial muscles were blocked by a hardening facial mask in one of four conditions: during encoding, during retrieval, during both encoding and retrieval, or never (control). The results showed that memory for emotional words decreased significantly if embodiment was blocked at either point in time during the experiment (during encoding, during retrieval, or during both), in contrast to the control condition. These results suggest that facial motor resonance is involved in the encoding and retrieval of emotional words. In Chapter 4, this line of research was extended and applied to the processing of emotional content in a second language (L2). In a classical memory task involving an encoding and a retrieval phase, thirty-two Spanish/English late bilinguals were presented with emotional (happy and angry) and neutral words. Electromyographic (EMG) activity and skin conductance (SC) were recorded during the encoding phase. The results suggest that the emotionality of an L2 appears to be not only reduced as compared with a first language (L1), but also to be less embodied. This was suggested both by the absence of the Enhanced Emotional Memory (EEM) effect in L2 as well as by partially decreased and delayed EMG and SC activity in response to emotional words in L2 as compared with L1. If facial motor resonance is involved in the recollection of emotional information, what is its role in forgetting emotional information? This question was pursued in the study reported in Chapter 5, employing the directed forgetting paradigm (DF), which involves the presentation of a stimulus (e.g. a word), followed by a cue to “remember” (R-cue) or to “forget” (F-cue). Twenty-one participants were instructed to remember or to intentionally forget neutral, negative, and positive words. EMG from the zygomaticus and corrugator muscle was simultaneously recorded with event related potentials (ERPs). The behavioral results showed that both neutral and emotional words were forgotten at equal rates. However, the type of word and cue instruction interactively modulated facial motor resonance, as measured by EMG. Upon R-cues, the muscle activation patterns for both negative and positive word types were significantly enhanced, in contrast to the facial motor resonance evoked by F-cues. It was speculated that the increase in facial motor resonance reflects active rehearsal, whereas the decrease is associated to active suppression mechanisms. This assumption was supported by the ERP data, indicating that the successful forgetting of affective words required more active suppression, as was indexed by enhanced frontal positivities. In contrast, intentional encoding of emotional words followed by R-cues seemed to be facilitated by an enhanced P3 and late positive potential (LPP) components emerging from centro-parietal areas. These components have been hypothesized to reflect rehearsal and memory consolidation processes. Overall, the present results suggest that embodied simulations help with the processing of indefinite emotional information and assist with the formation of enduring representations of emotional stimuli. The implications of these findings for theories of embodied cognition, in general, and for emotion processing, in particular, are discussed in Chapter 6.
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Stepanenko, Walter Scott. "Passionate Cognition: A Perceptual Theory of Emotion and the Role of the Emotions inCognition." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396533522.

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Warner, Robert L. "A computational model of human emotion." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-12302008-063852/.

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Hines, Karen Anne. "Imagining the future and predicting emotions: The influence of imagery perspective on anticipated emotions." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388402040.

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Books on the topic "Emotions and cognition"

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name, No. motions et cognitions. Bruxelles: De Boeck Universit, 2002.

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A, Channouf, and Rouan Georges, eds. Émotions et cognitions. Bruxelles: De Boeck Université, 2002.

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George, Mandler, Kessen William, Ortony Andrew 1942-, and Craik Fergus I. M, eds. Memories, thoughts, and emotions: Essays in honor of George Mandler. Hillsdale, N.J: L. Erlbaum, 1991.

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Nathalie, Blanc, Syssau Arielle, and Brouillet Denis, eds. Émotion et cognition: Quand l'émotion parle à la cognition. Paris: In Press, 2006.

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Eysenck, Michael W. Personality, cognition, and emotion. Clinton Corners, N.Y: Eliot Werner Publications, 2011.

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Greenspan, Stanley I. The growth of the mind: And the endangered origins of intelligence. Reading, Mass: Perseus Books, 1998.

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de, Houwer Jan, and Hermans Dirk, eds. Cognition and emotion: Reviews of current research and theories. Hove, East Sussex: Psychology Press, 2010.

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Houwer, Jan de. Cognition and emotion: Reviews of current research and theories. Hove, East Sussex: Psychology Press, 2010.

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Colletta, Jean-Marc, and Anna Tcherkassof. Les émotions: Cognition, langage et développement. Sprimont: Mardaga, 2003.

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J, Bearison David, and Zimiles Herbert, eds. Thought and emotion: Developmental perspectives. Hillsdale, N.J: L. Erlbaum Associates, 1986.

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Book chapters on the topic "Emotions and cognition"

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Lochner, Katharina. "Affect and Cognition." In Successful Emotions, 69–123. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12231-7_4.

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Izard, Carroll E. "Emotions, Consciousness, and Emotion—Cognition Relations." In The Psychology of Emotions, 59–88. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0615-1_3.

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Ekman, Paul. "Basic Emotions." In Handbook of Cognition and Emotion, 45–60. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013494.ch3.

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Vikan, Arne. "Emotion and Cognition." In A Fast Road to the Study of Emotions, 41–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52313-2_6.

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Maiese, Michelle. "Essentially Embodied, Desire-Based Emotions." In Embodiment, Emotion, and Cognition, 50–89. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297715_3.

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Pereira, Luís Moniz, and António Barata Lopes. "Cognition with or Without Emotions?" In Studies in Applied Philosophy, Epistemology and Rational Ethics, 81–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39630-5_11.

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Baez, Sandra, Adolfo M. García, and Hernando Santamaría-García. "Moral Cognition and Moral Emotions." In Neuroscience and Social Science, 169–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68421-5_8.

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Ting, Rachel Sing-Kiat, and Louise Sundararajan. "Emotions of Suffering." In Culture, Cognition, and Emotion in China's Religious Ethnic Minorities, 171–201. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66059-2_5.

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Maiese, Michelle. "Sense of Self, Embodiment, and Desire-Based Emotions." In Embodiment, Emotion, and Cognition, 90–118. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297715_4.

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Jeannin, Sarah. "Cognition and emotions in dog domestication." In Hybrid Communities, 235–47. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge studies in anthropology ; 46: Routledge, 2018. http://dx.doi.org/10.4324/9781315179988-14.

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Conference papers on the topic "Emotions and cognition"

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Yuasa, Masahide, Keiichi Saito, and Naoki Mukawa. "Emoticons convey emotions without cognition of faces." In CHI '06 extended abstracts. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1125451.1125737.

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Dourado, Marcia, José Pedro Simões Neto, Gilberto Alves, and Cândida Alves. "FACIAL EXPRESSION RECOGNITION IN MILD AND MODERATE ALZHEIMER’S DISEASE." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda006.

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Background: Facial expression recognition is essential for social cognition. Objectives: To compare facial expression recognition in mild and moderate Alzheimer’s disease (AD) and identify the cognitive and clinical factors associated with impairment according to disease severity. Methods: Participants with AD (n=52). FACES includes four subtasks: matching expressions with picture stimuli (tasks1and 2), labelling emotions (task 3) and recognizing emotional situations (task 4). Results: There were significant differences between groups in FACES global score, task 2 and task 4. In mild AD, FACES global score was related to educational level and cognition; comprehension and constructive praxis impacted task 1; cognitive flexibility impacted task 2, and task 3 was related to word finding. There were no significant associations in task 4 after adjusting for level of cognition. The moderate AD group showed that awareness of emotional state was related to FACES global score, constructive praxis impacted task 2, task 3 was related to neuropsychiatric symptoms, and the ability to recognize emotions through situations impacted task 4. There was no significant associations in task 2, after adjusting for level of cognition. Conclusions: There are emotional processing difficulties across AD stages. However, there was no influence of cognitive impairment in the recognition of emotional situations in both groups.
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Perlovsky, L. I. "Integrated Emotions, Cognition, and Language." In The 2006 IEEE International Joint Conference on Neural Network Proceedings. IEEE, 2006. http://dx.doi.org/10.1109/ijcnn.2006.246620.

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Leung, Angela K. Y., Letty Kwan, Shyhnan Liou, Chi-yue Chiu, Lin Qiu, and Jose C. Yong. "The role of instrumental emotion regulation in the emotions-creativity link." In C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2466656.

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Kong, Shanshan, and Abe Kazemzadeh. "Emotion Twenty Questions in Chinese." In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2020. http://dx.doi.org/10.26439/ciis2019.5529.

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Our study introduces the emotion twenty questions (EMO20Q) game, an experiment into the cognition and expression of emotions in ordinary people who speak Chinese. The preliminary results show that such a game is felicitous and that the questions generated to describe emotions have commonalities with earlier studies conducted in English.
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Hudlicka, Eva, and Joost Broekens. "Foundations for modelling emotions in game characters: Modelling emotion effects on cognition." In 2009 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops (ACII 2009). IEEE, 2009. http://dx.doi.org/10.1109/acii.2009.5349473.

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Madden, Gerard Breaden, and Hans-Christian Jabusch. "Regulating functional and hedonic emotions in the pursuit of musical practice goals." In Future Directions of Music Cognition. The Ohio State University Libraries, 2021. http://dx.doi.org/10.18061/fdmc.2021.0020.

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Sayar, Alperen, Tuna Çakar, Tunahan Bozkan, Seyit Ertuğrul, and Mert Güvençli. "Emotional Analysis of Candidates During Online Interviews." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003278.

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The recent empirical findings from the related fields including psychology, behavioral sciences, and neuroscience indicate that both emotion and cognition are influential during the decision making processes and so on the final behavioral outcome. On the other hand, emotions are mostly reflected by facial expressions that could be accepted as a vital means of communication and critical for social cognition. This has been known as the facial activation coding in the related academic literature. There have been several different AI-based systems that produce analysis of facial expressions with respect to 7 basic emotions including happy, sad, angry, disgust, fear, surprise, and neutral through the photos captured by camera-based systems. The system we have designed is composed of the following stages: (1) face verification, (2) facial emotion analysis and reporting, (3) emotion recognition from speech. The users upload their online video in which the participants tell about themselves within 3 minutes duration. In this study, several classification methods were applied for model development processes, and the candidates' emotional analysis in online interviews was focused on, and inferences about the situation were attempted using the related face images and sounds. In terms of the face verification system obtained as a result of the model used, 98% success was achieved. The main target of this paper is related to the analysis of facial expressions. The distances between facial landmarks are made up of the starting and ending points of these points. 'Face frames' were obtained while the study was being conducted by extracting human faces from the video using the VideoCapture and Haar Cascade functions in the OpenCV library in the Python programming language with the image taken in the recorded video. The videos consist of 24 frames for 1000 milliseconds. During the whole video, the participant's emotion analysis with respect to facial expressions is provided for the durations of 500 milliseconds. Since there are more than one face in the video, face verification was done with the help of different algorithms: VGG-Face, Facenet, OpenFace, DeepFace, DeepID, Dlib and ArcFace. Emotion analysis via facial landmarks was performed on all photographs of the participant during the interview. DeepFace algorithm was used to analyze face frames through study that recognizes faces using convolutional neural networks, then analyzes age, gender, race, and emotions. The study classified emotions as basic emotions. Emotion analysis was performed on all of the photographs obtained as a result of the verification, and the average mood analysis was carried out throughout the interview, and the data with the highest values ​​on the basis of emotion were also recorded and the probability values have been extracted for further analyses. Besides the local analyses, there have also been global outputs with respect to the whole video session. The main target has been to introduce different potential features to the feature matrix that could be correlated with the other variables and labels tagged by the HR expert.
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Aragón, Carolina, Mahmood Jasim, and Narges Mahyar. "RisingEMOTIONS: Bridging Art and Technology to Visualize Public’s Emotions about Climate Change." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3465259.

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Riggle, Mark S. "Pleasurable music selects for enhanced music memory, hence music emotions: The evolutionary forces laid bare." In Future Directions of Music Cognition. The Ohio State University Libraries, 2021. http://dx.doi.org/10.18061/fdmc.2021.0022.

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Reports on the topic "Emotions and cognition"

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Gratch, Jonathan, Stacy Marsella, and Peter Carnevale. Modeling and Evaluating Emotions Impact on Cognition. Fort Belvoir, VA: Defense Technical Information Center, July 2013. http://dx.doi.org/10.21236/ada587536.

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Fernandez, Katya, and Cathleen Clerkin. The Stories We Tell: Why Cognitive Distortions Matter for Leaders. Center for Creative Leadership, June 2021. http://dx.doi.org/10.35613/ccl.2021.2045.

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"This study explored whether leaders’ thought patterns (specifically cognitive distortions) and emotion regulation strategies (specifically cognitive reappraisal, cognitive defusion, and expressive suppression) relate to their work experiences. Findings suggest that leaders’ cognitive distortions are related to their work experiences and that emotion regulation strategies can help leaders mitigate the effects of cognitive distortions. More specifically, the results of this study offer the following insights: • Leaders’ cognitive distortions related to all examined workplace topics (role ambiguity, role conflict, social support, perceived organizational support, job satisfaction, and burnout). • Leaders’ use of emotion regulation strategies (cognitive reappraisal and cognitive defusion) mitigated the impact their cognitive distortions had on burnout, specifically. • Attempting to suppress emotional responses was relatively ineffective compared to the other two emotion regulation strategies (cognitive reappraisal and cognitive defusion). These insights suggest that certain emotion regulation strategies may be helpful in ameliorating the deleterious effects of cognitive distortions on leaders’ burnout. The current paper provides an overview of the different cognitive distortions and emotion regulation strategies explored and includes advice on what leaders can do to more effectively notice and manage cognitive distortions that emerge during distressing situations. "
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Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
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Breinbauer, Cecilia, and Stanley Greenspan. Early Social-Emotional and Cognitive Basis for Human Development Potential, and Improved Quality of Life. Inter-American Development Bank, May 2007. http://dx.doi.org/10.18235/0006819.

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This presentation discusses the effects of social motivation on brain development in early childhood and the role of emotions on child development. Optimal nutrition and social-emotional development are the basic building blocks for higher level thinking abilities, human development and quality of life. The authors examine how to develop internationally comparable and feasible measures of child development. Then it will be possible to gather evidence to inform policy makers of the need for specific country policies and programs on this topic. This presentation was prepared for the IDB-PAHO Conference, "Towards Biological-based Indexes of Human Development Potential for Assessing the Quality of Life," held on May 25th, 2007.
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi, and LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

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Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from the pain of epileptic seizures, with more than half of the cases beginning in childhood and adolescence. So a comprehensive understanding of children and adolescence with epilepsy has become the focus of widespread attention. Recently, a number of studies have assessed ToM or facial emotion recognition deficits in children and adolescents with epilepsy, but the conclusions are inconsistent. These inconsistent findings might be related to the small sample sizes in most studies. Additionally, the methods used to evaluate ToM or facial emotion recognition performance were varied across studies. A meta-analysis can increase statistical power, estimate the severity of these deficits, and help resolve conflicting findings.
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Naamanka, Elina, Ilja Salakka, Minna Parkkila, and Erja Poutiainen. Effectiveness of teleneuropsychological rehabilitation – A systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0093.

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Review question / Objective: The aim of this systematic review is to identify and evaluate the effectiveness of teleneuropsychological rehabilitation on cognitive, behavioral, and socio-emotional functioning. Information sources: MEDLINE (PubMed), Cochrane library, Web of Science, Scopus and PsycINFO electronic databases. In addition, searches will be supplemented from relevant Finnish electronic databases (Journal.fi; Helda, psykologia.fi., Julkari). Main outcome(s): All outcome measures of cognitive, behavioral, and socio-emotional functioning.
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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2364.

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Giuffrida, Antonio. Anthropometric Failures: Nutrition, Early Child Interventions and Emotional, and Cognitive Development Potentials. Inter-American Development Bank, May 2007. http://dx.doi.org/10.18235/0006821.

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This presentation deals with the following issue: how poverty, poor health, nutrition and care affect child development. The author reviews a series of "capabilities approaches," including concepts such as the conversion of primary good into the person's ability to promote his/her ends. This presentation was discussed at the IDB-PAHO Workshop, Washington DC, 25th of May 2007.
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Dories, Amy, Nancy Rabolt, Ivana Markova, and Karen Johnson-Carroll. Social media in the store environment: The impact of social network applications on consumer emotions, cognitions, and purchase intentions. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-490.

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