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Perlovsky, Leonid. "Emotions of “higher” cognition". Behavioral and Brain Sciences 35, nr 3 (23.05.2012): 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 (1.02.2023): 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, i Esther M. C. Bouma. "Attachment as the Catalyst for the Attribution of Complex Cognition and Emotion to Companion Cats". Animals 14, nr 14 (21.07.2024): 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, i Bouchaib Bahli. "Interplay of cognition and emotion in IS usage". Journal of Enterprise Information Management 28, nr 3 (13.04.2015): 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, nr 1 (11.11.2016): 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, nr 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, nr 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, nr 3 (wrzesień 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, nr 1 (12.03.2007): 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 i Kristen A. King. "Brain, emotions, and emotion-cognition relations". Behavioral and Brain Sciences 28, nr 2 (kwiecień 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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Sun, Chang. "The Relationship Between Emotion and Cognition with Moral Self-regulation". Lecture Notes in Education Psychology and Public Media 38, nr 1 (15.01.2024): 157–63. http://dx.doi.org/10.54254/2753-7048/38/20240624.
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Background: Morality has perpetually remained a prominent subject of societal concern and scholarly investigation. Moral self-regulation occurs when individuals exhibit moral conduct while simultaneously maintaining equilibrium in their psychological states. While some studies have established a correlation between moral self-regulation and emotion as well as cognition, there remains a research gap in understanding the impact of these factors on moral self-regulation. Therefore, this paper provides a unified explanation of the relationship between emotion and cognition with moral self-regulation by reviewing and collating existing research. Result: Research has revealed that both emotions and cognitions exert an influence on moral self-regulation. Both positive and negative emotions can have a beneficial impact on moral self-regulation, with negative emotions possessing the potential to yield adverse effects. Individuals cognition of themselves and others both contribute to the occurrence of moral self-regulation. The integration of emotions and cognitions facilitates the generation of appropriate moral behavior. Conclusion: Emotions and cognitions are pivotal determinants that influence moral self-regulation. Subsequent investigations should explore the role of additional factors, such as gender, in this process.
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Guo, Chutian. "The Neural Mechanism of Positive Emotion and the Effect of AI + Education on It". International Journal of e-Education, e-Business, e-Management and e-Learning 10, nr 3 (2020): 274–82. http://dx.doi.org/10.17706/ijeeee.2020.10.3.274-282.
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Cognitive psychology, represented by the expansion-construction theory, believes that positive emotions can broaden the scope of cognition, promote cognitive processes such as creative problem solving, executive control, cognitive flexibility, attention and decision-making. However, they cannot explain the phenomena in some experiments that are contrary to this conclusion. Thus, the motivational dimension model came into being. The theory believes that the effect of emotion on cognition is related to the motivation of emotion rather than its valance. After combing the literatures, it was found that dopamine mediates the positive emotions promoting cognitive activities. The activation of frontal lobe, anterior cingulate cortex, orbitofrontal cortex, hippocampus and amygdala are all the brain mechanisms for positive emotions. Looking ahead, further research on neurophysiological mechanisms will promote scholars’ more comprehensive and profound understanding of positive emotions. AI + education refers to the deep integration and development of artificial intelligence and education, taking the application of artificial intelligence based on education scenes as the path to promote education equity, improve education quality and realize education personalization. It can better perceive students' dynamic learning path and emotional change, and the teaching effect is better.
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Beer, Jennifer S., Robert T. Knight i Mark D'Esposito. "Controlling the Integration of Emotion and Cognition". Psychological Science 17, nr 5 (maj 2006): 448–53. http://dx.doi.org/10.1111/j.1467-9280.2006.01726.x.
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Emotion has been both lauded and vilified for its role in decision making. How are people able to ensure that helpful emotions guide decision making and irrelevant emotions are kept out of decision making? The orbitofrontal cortex has been identified as a neural area involved in incorporating emotion into decision making. Is this area's function specific to the integration of emotion and cognition, or does it more broadly govern whether emotional information should be integrated into cognition? The present research examined the role of orbitofrontal cortex when it was appropriate to control (i.e., prevent) the influence of emotion in decision making (Experiment 1) and to incorporate the influence of emotion in decision making (Experiment 2). Together, the two studies suggest that activity in lateral orbitofrontal cortex is associated with evaluating the contextual relevance of emotional information for decision making.
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Ghassani, Nadhira Shafa, i Akhmad Saifudin. "Studi Metafora Konseptual pada Idiom Bahasa Jepang yang mengandung Bagian Tubuh dan Bermakna Emosi". Japanese Research on Linguistics, Literature, and Culture 2, nr 2 (2.09.2020): 161–77. http://dx.doi.org/10.33633/jr.v2i2.3990.
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Kanyouku is used to express human emotions. This study discusses the mapping of the meaning of Japanese idiom related to emotions in human cognition by using Knowles and Moon’s metaphor theory and conceptual metaphor theory by Lakoff and Johnson. The study utilizes 28 idioms that related to human basic emotions such as anger, happiness, sadness, fear, love, shame, pride, and surprise. These basic emotions are obtained from Goo Jiten online Japanese dictionary. The results show that human cognition viewing emotion concept as an entity and representing emotions into human body. In Japanese people’s cognition, anger represented as belly, chest, and head; fear represented as tongue, heart, and foot; happiness represented as cheek, chest, and heart; sadness represented as shoulder, chest, and heart; love represented as eye and heart; pride represented as chest; shame represented as face and cheek; and surprise represented as eye, tongue, and heart. Human cognition represented emotion concept as human body to measure the level of emotion. This study mapped the emotion concepts as a concrete entity: the entity as fluid in a container or entity as parts of body. Keywords: Cognitive Linguistic, Conceptual Metaphor, Image Scheme, Idiom, Emotion
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Cui, Zhongliang, i Jing Liu. "A Study on Two Conditions for the Realization of Artificial Empathy and Its Cognitive Foundation". Philosophies 7, nr 6 (29.11.2022): 135. http://dx.doi.org/10.3390/philosophies7060135.
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The realization of artificial empathy is conditional on the following: on the one hand, human emotions can be recognized by AI and, on the other hand, the emotions presented by artificial intelligence are consistent with human emotions. Faced with these two conditions, what we explored is how to identify emotions, and how to prove that AI has the ability to reflect on emotional consciousness in the process of cognitive processing, In order to explain the first question, this paper argues that emotion identification mainly includes the following three processes: emotional perception, emotional cognition and emotional reflection. It proposes that emotional display mainly includes the following three dimensions: basic emotions, secondary emotions and abstract emotions. On this basis, the paper proposes that the realization of artificial empathy needs to meet the following three cognitive processing capabilities: the integral processing ability of external emotions, the integral processing ability of proprioceptive emotions and the processing ability of integrating internal and external emotions. We are open to whether the second difficulty can be addressed. In order to gain the reflective ability of emotional consciousness for AI, the paper proposes that artificial intelligence should include consistency on identification of external emotions and emotional expression, processing of ontological emotions and external emotions, integration of internal and external emotions and generation of proprioceptive emotions.
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Roch-Veiras, Sophie. "Une approche par les émotions et le souvenir dans l’acquisition de compétences écrites: vers le développement d’une compétence émotionnelle ?" Voix Plurielles 12, nr 1 (6.05.2015): 104–21. http://dx.doi.org/10.26522/vp.v12i1.1177.
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Après avoir démontré le caractère indissociable des émotions et de la cognition, défini les liens entre émotion et mémoire, nous apporterons, dans cet article, des précisions, sur le concept de compétences émotionnelles. Dans le cadre d’un cours axé sur les compétences écrites, nous verrons ensuite comment, à partir d’une approche sur la cognition, les émotions et la mémoire et grâce au partage social des émotions, l’apprenant de français langue étrangère parvient à développer des compétences émotionnelles.
An approach by emotions and memories in the acquisition of writing skills : towards the development of emotional skills.
Abstract: After having demonstrated the inseparable nature of emotions and cognition, defined the links between emotion and memory, this article intends to clarify the concept of emotional skills. From then on, we shall examine how, from an approach based on cognition, emotions and memory and thanks to the social sharing of emotions, learners of French as a foreign language can get to develop emotional skills, within the framework of a written skills class.
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Torres, Bianca, Raquel Luiza Santos, Maria Fernanda Barroso de Sousa, José Pedro Simões Neto, Marcela Moreira Lima Nogueira, Tatiana T. Belfort, Rachel Dias i Marcia Cristina Nascimento Dourado. "Facial expression recognition in Alzheimer’s disease: a longitudinal study". Arquivos de Neuro-Psiquiatria 73, nr 5 (maj 2015): 383–89. http://dx.doi.org/10.1590/0004-282x20150009.
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Facial recognition is one of the most important aspects of social cognition. In this study, we investigate the patterns of change and the factors involved in the ability to recognize emotion in mild Alzheimer’s disease (AD). Through a longitudinal design, we assessed 30 people with AD. We used an experimental task that includes matching expressions with picture stimuli, labelling emotions and emotionally recognizing a stimulus situation. We observed a significant difference in the situational recognition task (p ≤ 0.05) between baseline and the second evaluation. The linear regression showed that cognition is a predictor of emotion recognition impairment (p ≤ 0.05). The ability to perceive emotions from facial expressions was impaired, particularly when the emotions presented were relatively subtle. Cognition is recruited to comprehend emotional situations in cases of mild dementia.
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Stanojlovic, Olivera, Nikola Sutulovic, Dragan Hrncic, Dusan Mladenovic, Aleksandra Rasic-Markovic, Nebojsa Randunovic i Milena Veskovic. "Neural pathways underlying the interplay between emotional experience and behavior, from old theories to modern insight". Archives of Biological Sciences, nr 00 (2021): 29. http://dx.doi.org/10.2298/abs210510029s.
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Emotions are specific psychological states brought about by neurophysiological changes associated with feelings, thoughts and behavioral responses. Emotions were considered as irrational experiences beyond the domain of logical perception because of their intertwinement with mood, temperament, creativity, motivation and personality. Through the centuries, emotions have been the focus of research among great classical philosophers, doctors, neuropsychologists, neuroscientists, neurologists and psychiatrists. The neurophysiological basis of behavior, such as emotional facial expression, and autonomic events in the physiological theory of William James and James-Lange and modified by Cannon-Bard, was followed by the two-factor theory of emotions of Schachter-Singer and Lazarus? higher-order cognitive evaluation. Four components that influence each other represent the concept of emotions and complete the overall emotional experience, and these are: autonomous (increase in heart rate, blood pressure); somatic (body language, facial expressions); cognitive (control, management), and subjective feeling (emotion, individual experience). The interplay between emotions and cognition has been the subject of research. Emotions can be evoked reflexively by simple physical stimuli (bottom-up), but can also be complex reactions involving cognitive, physiological and behavioral reactions (top-down). The amygdala, the ?alert" or ?neural alarm? structure, is responsible for conditioning fear, while the medial prefrontal cortex participates in emotion self-regulation and decision making.
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ZHU, SONG. "UNRAVELING THE COGNITIVE MECHANISM OF EMOTIONAL VALIDITY IN CONFLICT CONTROL". International Journal of Prevention Practice and Research 04, nr 01 (10.01.2024): 09–15. http://dx.doi.org/10.55640/medscience-abcd631.
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Understanding the cognitive mechanisms underlying emotional validity in conflict control is crucial for elucidating how emotions influence decision-making and cognitive processing. Emotional validity refers to the congruence between emotional cues and task demands, impacting the allocation of attention and cognitive resources during conflict resolution. This paper reviews current research investigating the neural correlates and behavioral effects of emotional validity on conflict control processes. It examines how emotional stimuli modulate attentional bias, response inhibition, and cognitive flexibility through interactions with brain regions implicated in emotion regulation and cognitive control. Furthermore, the paper discusses implications for cognitive theories of emotion-cognition interaction and potential applications in clinical and real-world settings.
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Thoyib, Ellys, i R. Y. Effendi. "ANALISIS KOGNITIF PESERTA PELATIHAN VOKASIONAL RENCANA USAHA DAN MANAJEMEN KEUANGAN KELOMPOK SWADAYA MASYARAKAT (KSM) BINAAN BDC SRIWIJAYA PALEMBANG". Jemasi: Jurnal Ekonomi Manajemen dan Akuntansi 15, nr 1 (3.07.2019): 1–13. http://dx.doi.org/10.35449/jemasi.v15i1.38.
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The purpose of the analysis is to find out the cognitions that appear in the cognitive system of vocational training participants in business plans and financial management of self-help groups (KSM) assisted by BDC Sriwijaya Palembang through the pre-test and post-test answers.There are 3 groups of knowledge behavior modes in participants' memories, namely positive mode 73%, negative 17% and doubtful 10%.Through the statement "I believe being able to understand the material of business plans and financial management" 83% positive and 17% negative cognitions are generated in the cognitive structure.These cognitions integrate with cognitive functions namely new cognitive notions, emotions, attitudes and motivations.New cognitive understanding results from integration with emotions, namely positive cognition 74% and negative 26%, a change in 9% positive cognition switches to negative.Integration of cognition with attitudes produces positive cognition 44%, negative 7% and neutral 49%, here there is a transition between positive and negative cognition to neutral cognition or no opinion at all. Integration with motivation by asking KSM motives / hopes, generated business capital assistance motives positive cognition 89% negative 11%, marketing assistance motives, 70% positive cognition 30%, and guiding motives to developing KSM efforts, positive cognition 92% negative 8%.Conclusion Changing habits that have been practiced for years will take time, energy and great breakthroughs about training methods that they are easy to understand.
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Ringnes, Hege Kristin, Gry Stålsett, Harald Hegstad i Lars Johan Danbolt. "Emotional Forecasting of Happiness". Archive for the Psychology of Religion 39, nr 3 (grudzień 2017): 312–43. http://dx.doi.org/10.1163/15736121-12341341.
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The aim of this study was to explore which group-based emotion regulation goals and strategies are offered in the group culture of Jehovah's Witnesses (JWS). Based on interviews with 29 group-active JWS in Norway, a thematic analysis was conducted in which an overall pattern of cognition taking precedence over emotions was found. Due to endtime expectations and a long-term goal of eternal life in Paradise, future emotions were prioritized. The emotion regulation strategies identified among JWS were social sharing and the interconnected cognitive reappraisal. A new concept, emotional forecasting, was introduced, describing a reappraisal tactic of regulation using prospects of future emotions to regulate the here and now. It was concluded that the prospection of the future is a strong regulator of emotions of the here and now and should be included in psychological models of emotion regulation.
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Ivanov, Sergey. "Emotions and cognition". Physics of Life Reviews 25 (sierpień 2018): 81–82. http://dx.doi.org/10.1016/j.plrev.2018.02.004.
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Hoffman, Leon, i Carrie Catapano. "Emotions Influence Cognition". Psychoanalytic Study of the Child 69, nr 1 (styczeń 2015): 296–315. http://dx.doi.org/10.1080/00797308.2016.11785534.
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Andriyenko, Elena. "EMOTIONAL SECURITY AS THE OPTIMIZING FACTOR OF COGNITIVE PROCESSES". Innovative Solution in Modern Science 4, nr 59 (18.11.2023): 27. http://dx.doi.org/10.26886/2414-634x.4(59)2023.3.
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The article is devoted to the issue of emotional security as a factor of personal development in psychological and social contexts. The subject matter of the article is emotional security as the factor of optimization of cognition. Emotional security has been defined as a feeling of acceptance and confidence that promotes optimal cognitive and adaptive processes. For a long cognitive processes (memory, attention, perception, understanding, thinking, decision-making, action and impact) time have been interpreted exclusively as rational ones while the emotional and sensory sphere was understood as irrational. In the context of modern psychology the connection between cognitive processes and emotional sphere has become obvious. It has been concluded that emotional security is an important condition for optimizing cognitive processes in the context of learning and creating a safe educational environment. It has been stressed that the cognitive effects of four types of emotions should be taken into account: 1) emotions of novelty – fear, surprise, interest which affect the processes of sensation, perception and attention; 2) emotions of attack – anger, rage and heroism which affect motor and mental processes; 3) emotions of acquisition – pleasure, joy and delight which determine memory processes; 4) emotions of loss – disgust, sadness and despair which facilitate the processes of forgetting and indirectly contribute to the acceleration of thinking and concentration of effort.Key words: Emotions, Feelings, Emotional Security, Learning, Cognition, Mind, Worldview, Success.
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Shiller, Alexandra V. "The Role of Theories of Embodied Cognition in Research and Modeling of Emotions". Russian Journal of Philosophical Sciences 62, nr 5 (21.08.2019): 124–38. http://dx.doi.org/10.30727/0235-1188-2019-62-5-124-138.
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The article analyzes the role of theories of embodied cognition for the development of emotion research. The role and position of emotions changed as philosophy developed. In classical and modern European philosophy, the idea of the “primacy of reason” prevailed over emotions and physicality, emotions and affective life were described as low-ranking phenomena regarding cognitive processes or were completely eliminated as an unknown quantity. In postmodern philosophy, attention focuses on physicality and sensuality, which are rated higher than rational principle, mind and intelligence. Within the framework of this approach, there is a recently emerged theory of embodied cognition, which allows to take a fresh look at the place of emotions in the architecture of mental processes – thinking, perception, memory, imagination, speech. The article describes and analyzes a number of empirical studies showing the impossibility of excluding emotional processes and the significance of their research for understanding the architecture of embodied cognition. However, the features of the architecture of embodied cognition remain unclear, and some of the discoveries of recent years (mirror neurons or neurons of simulation) rather raise new questions and require further research. The rigorously described and clear architecture of the embodied cognition can grow the theoretical basis that will allow to advance the studies of learning processes, language understanding, psychotherapy techniques, social attitudes and stereotypes, highlight the riddle of consciousness and create new theories of consciousness or even create an anthropomorphic artificial intelligence that is close to “strong artificial intelligence.”
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Choi, Soonri, Soomin Kang, Kyungmin Lee, Hongjoo Ju i Jihoon Song. "The effect of an agent tutor’s integration of cognitive and emotional gestures on cognitive load, motivation, and achievement". Contemporary Educational Technology 16, nr 1 (5.01.2024): ep491. http://dx.doi.org/10.30935/cedtech/14101.
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This study proposes that the gestures of an agent tutor in a multimedia learning environment can generate positive and negative emotions in learners and influence their cognitive processes. To achieve this, we developed and integrated positive and negative agent tutor gestures in a multimedia learning environment directed by cognitive gestures. The effects of emotion type on cognition were examined in terms of cognitive load, learning motivation, and achievement. The subjects were 46 university students in Gyeonggi Province, South Korea. The students were divided into three learner groups: cognition, cognition + negative emotion, and cognition + positive emotion. The learners watched a tutorial lecture on the Notion note-taking app by an agent tutor. Data analysis was conducted using one-way ANOVA to determine the cognitive load, learning motivation, and achievement. The results showed that the positive emotion design was more effective in terms of intrinsic cognitive load, learning motivation, and achievement but had a higher extrinsic cognitive load. However, even the negative + passive group showed more positive learning than the cognition group. Although this study focused on gestures by an agent tutor, it implies that such gestures in multimedia learning contexts must be informed by emotional as well as cognitive design to provide a more meaningful learning experience.
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Barrera-Valencia, Mauricio, i Liliana Calderón-Delgado. "The importance of Neuro-Cognitive Processing to the Understanding and Treatment of Child PTSD". International Journal of Psychology and Neuroscience 10, nr 1 (30.04.2024): 36–48. http://dx.doi.org/10.56769/ijpn10103.
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Abstract Basic research and current clinical practice have revealed the difficulty in separating/connecting cognition and emotion and their respective localizations in the brain. Regarding Post-Traumatic Stress Disorder (PTSD), emotions (usually fear) cause a cascade of symptoms, including those impacting several cognitive processes. And it is often considered that relieving the emotional upset associated with PTSD will also improve related cognitive functioning. While it is often assumed that the relationship of emotion, cognition and PTSD is unidirectional, this may not necessarily be the case. The present article aims to describe the complex relationship between emotion and cognitive processes in those with PTSD and suggests an important role for executive functioning as a modulator of the emotion/cognition relationship, as well as the latter’s importance as a contributor to the successful treatment of PTSD. The paper concludes by stressing the importance of assessing cognitive processes in standard treatment protocols evaluating patients with PTSD and highlights the potential benefits of training executive functions as part of PTSD therapy. Keywords: PTSD, Cognitive processes, Emotion, Executive function, Neuropsychology.
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Kero, Katherine, Colt M. Halter, John L. Woodard, Bruno Giordani, Ana Daugherty i Voyko Kavcic. "METACOGNITION AND EMOTIONS IN OLDER AFRICAN AMERICAN ADULTS". Innovation in Aging 6, Supplement_1 (1.11.2022): 546. http://dx.doi.org/10.1093/geroni/igac059.2069.
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Abstract Older adults in the earliest stages of cognitive decline often present with subjective cognitive complaints which may not be fully reflected in objective measures of cognition. Previous research suggests that a relationship exists between negative emotions, stress and metacognition, but these relationships have not yet been examined in the context of COVID-19. The purpose of this study was to examine the role of stress and emotions in perceived cognition in the context of the COVID-19 pandemic. Telephone screenings were administered to 206 older African Americans (aged 64–94 years). Objective cognition (Telephone Interview for Cognitive Status [TICS]), subjective cognition (Cognitive Change Questionnaire [CCQ]), perceived stress scale 4 (PSS-4), and survey questions about affective responses to COVID-19 experiences were measured. Objective TICS scores predicted subjective CCQ executive function scores (F(1, 197)=4.37, p=.038, R2=.022). Discrepancy scores were calculated as the standardized residual variance between objective and subjective measures. Survey items describing emotional states were summarized with emodiversity scores following Quoidbach and colleagues’ (2014) formula. Discrepancy scores were correlated with perceived stress, as well as global and negative emodiversity (Spearman r=.294, .279, .318, p<.001). In conclusion, we have shown that objective and subjective measures of cognition are related, but discrepancies exist between objectively-measured and self-perceived cognition. Increased stress and greater negative emotions are associated with greater overestimation of cognitive difficulties relative to one’s objective level of cognition. As stress and negative emotions have increased for many during the pandemic, individuals may also have depreciated their self-appraisal of cognitive abilities in the present climate.
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Jiang, Xiao Feng, i Guo Lian Liu. "Influence of Exposure Durations on the Cognition of Clothing Color". Advanced Materials Research 433-440 (styczeń 2012): 2064–70. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.2064.
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The purpose of this study was to focus on the influence of ED (Exposure duration) on cognition for processing clothing colors. In present study, “gorgeous” and “plain” as words for description of color emotion were used, and samples of clothing color with 10 hues and 9 levels of brightness were evaluated at three EDs (20ms, 500ms and 1000ms) by 54 subjects in the behavioural trials. The results showed different brightness could be easily perceived as different emotion, and the gorgeous emotion presented a weak-strong-weak trend as the brightness increased, whereas the plain emotion presented a reverse trend. Although the emotions of clothing colors tended to be consistent at diverse ED, they resulted in different effects on the cognitive level, short ED evoked more “gorgeous” emotions than long ones, and the RTs (Response time) were longer in emotional evaluation at short ED than those at long ones.
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Buck, Ross. "Adding ingredients to the self-organizing dynamic system stew: Motivation, communication, and higher-level emotions – and don't forget the genes!" Behavioral and Brain Sciences 28, nr 2 (kwiecień 2005): 197–98. http://dx.doi.org/10.1017/s0140525x05250045.
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Self-organizing dynamic systems (DS) modeling is appropriate to conceptualizing the relationship between emotion and cognition-appraisal. Indeed, DS modeling can be applied to encompass and integrate additional phenomena at levels lower than emotional interpretations (genes), at the same level (motives), and at higher levels (social, cognitive, and moral emotions). Also, communication is a phenomenon involved in dynamic system interactions at all levels.
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Wang, Jianmin, Yujia Liu, Yuxi Wang, Jinjing Mao, Tianyang Yue i Fang You. "SAET: The Non-Verbal Measurement Tool in User Emotional Experience". Applied Sciences 11, nr 16 (17.08.2021): 7532. http://dx.doi.org/10.3390/app11167532.
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In this paper, the development process and validation of a self-assessment emotion tool (SAET) is described, which establishes an emotion-assessment method to improve pictorial expression design. The tool is based on an emotion set of emotional-cognition-derived rules obtained from an OCC model proposed by Ortony, Clore, and Collins, and the emotion set and expression design are validated by numerical computation of the dimensional space pleasure–arousal–dominance (PAD) and the cognitive assessment of emotion words. The SAET consists of twenty images that display a cartoon figure expressing ten positive and ten negative emotions. The instrument can be used during interactions with visual interfaces such as websites, posters, cell phones, and vehicles, and allows participants to select interface elements that elicit specific emotions. Experimental results show the validity of this type of tool in terms of both semantic discrimination of emotions and quantitative numerical validation.
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Goldstein, Irwin. "Are emotions feelings?" Consciousness & Emotion 3, nr 1 (9.08.2002): 21–33. http://dx.doi.org/10.1075/ce.3.1.04gol.
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Many philosophers sharply distinguish emotions from feelings. Emotions are not feelings, and having an emotion does not necessitate having some feeling, they think. In this paper I reply to a set of arguments people use sharply to distinguish emotions from feelings. In response to some arguments these “anti-feeling theorists” use I examine and entertain a hedonic theory of emotion that avoids various anti-feeling objections. Proponents of this hedonic theory analyze an emotion by reference to forms of cognition (e.g., thought, belief, judgment) and a pleasant or an unpleasant feeling. Given this theory, emotions are feelings in some important sense of “feelings”, and these feelings are identified as particular emotions by reference to their hedonic character and the cognitive state that causes the hedonic feelings.
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Pouivet, Roger. "On the Cognitive Functioning of Aesthetic Emotions". Leonardo 33, nr 1 (luty 2000): 49–53. http://dx.doi.org/10.1162/002409400552234.
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This article seeks to show that we cannot accept an opposition between aesthetics and logic on the basis of the distinction between aesthetic emotion and cognition. This false distinction is founded on another ill-founded one between private states of mind and public languages. Echoing works by R. de Sousa, we can talk about the rationality of emotions. Following N. Goodman and I. Scheffler, we are conducted to the notion of cognitive emotions. If there are aesthetic emotions, they are likely cognitive. The notion of supervenience seems very adequate to show how aesthetic emotion, even aesthetic pleasure, can be related to cognitive experience.
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LaGuardia-LoBianco, Alycia. "Emotions Under Trauma". Journal of Philosophy of Emotion 3, nr 1 (30.09.2021): 31–38. http://dx.doi.org/10.33497/2021.summer.6.
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While emotions can play positive, contributory roles in our cognition and our lives, they frequently have the opposite effect. Michael Brady’s otherwise excellent introduction to the topic of emotion is unbalanced because he does not attend to harms emotions cause. The basic problem is that emotions have a normative aspect: they can be justified or unjustified and Brady does not attend to this. An example of this is Brady’s discussion of curiosity as the emotional motivation for knowledge. More importantly, while emotions can and sometimes do reveal to us what we value, it is far less frequent that emotions reveal objective value.
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Lada, Ismene. "‘Empathic understanding’: emotion and cognition in classical dramatic audience-response". Proceedings of the Cambridge Philological Society 39 (1994): 94–140. http://dx.doi.org/10.1017/s0068673500001747.
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In the closing chapter of hisGreek tragedy in actionOliver Taplin writes:Understanding, reason, learning, moral discrimination – these things are not, in my experience, incompatible with emotion (nor presumably in the experience of Gorgias and Aristotle): what is incompatible is cold insensibility […] our emotions in the theatre, far from driving out thought and meaning, are indivisible from them: they are simultaneous and mutually dependent.On the other hand, Malcolm Heath's work inveighs against Taplin's suggestion of a balance between reason and emotion, and proposesa third possibility: intense but ordered emotion, controlled not by intellectual interests, but by the coherence of the whole simplyasan emotional experience, by the aesthetic satisfaction which the audience receives through its experience of the emotions as an ordered sequence.
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Denham, Susanne A. "“When I have a Bad Dream, Mommy Holds Me”: Preschoolers’ Conceptions of Emotions, Parental Socialisation, and Emotional Competence". International Journal of Behavioral Development 20, nr 2 (luty 1997): 301–19. http://dx.doi.org/10.1080/016502597385351.
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Described preschoolers’ conceptions of the consequences of their own emotions within the family demonstrated the linkage between this aspect of social cognition and emotional competence with peers, and examined contributions of parental emotion to both child variables. A total of 77 4- and 5-year-olds enacted dollhouse vignettes depicting consequences of their emotions. Parents completed questionnaires on negative emotion and sharing of positive affect, and teachers rated children’s emotional competence with peers. Children attributed plausible parental reactions to their own emotions; affective sharing/distress relief conceptions of parents’ reactions were most strongly associated with emotional competence in the preschool classroom. Socialisation of emotion indices exerted both direct and indirect influences on emotional competence, and conceptions of parents’ positive reactions also exerted a direct effect, as expected.
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Megill, Jason L. "What role do the emotions play in cognition?" Consciousness & Emotion 4, nr 1 (4.11.2003): 81–100. http://dx.doi.org/10.1075/ce.4.1.06meg.
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This paper has two aims: (1) to point the way towards a novel alternative to cognitive theories of emotion, and (2) to delineate a number of different functions that the emotions play in cognition, functions that become visible from outside the framework of cognitive theories. First, I hold that the Higher Order Representational (HOR) theories of consciousness — as generally formulated — are inadequate insofar as they fail to account for selective attention. After posing this dilemma, I resolve it in such a manner that the following thesis arises: the emotions play a key role in shaping selective attention. This thesis is in accord with A. Damasio’s (1994) noteworthy neuroscientific work on emotion. I then begin to formulate an alternative to cognitive theories of emotion, and I show how this new account has implications for the following issues: face recognition, two brain disorders (Capgras’ and Fregoli syndrome), the frame problem in A.I., and the research program of affective computing.
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Putri, Andini Permana Kartika, i Ardi Septiawan. "MANAJEMEN KECEMASAN MASYARAKAT DALAM MENGHADAPI PANDEMI COVID-19". Academica : Journal of Multidisciplinary Studies 4, nr 2 (15.12.2020): 199–216. http://dx.doi.org/10.22515/academica.v4i2.3168.
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In the difficult conditions of the Covid-19 pandemic, people tend to experience anxiety. Anxiety is worrying about things out of control in the future. In anxiety management, there are three kinds of techniques, namely emotional regulation, cognitive behavioral techniques, and relaxation. Emotional regulation is a technique for balancing emotional states by changing the way emotions are expressed. CBT is a technique in which an individual's behavior and emotions can be controlled through a process of learning (cognition) and habituation (behavior). Finally, relaxation is a condition of resting the body by stretching, breathing, and taking a comfortable position so that the mind becomes calm and stable so that individuals can respond to these difficult conditions wisely. In this study, anxiety management is explored using a qualitative approach with literature study techniques.Keywords:Â Anxiety; Anxiety management; Cognitive Behavioral Thechniques; Emotion Regulation; Relaxation.
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Everson, Howard T. "Emotions, cognition and performance". Anxiety, Stress & Coping 10, nr 1 (styczeń 1997): 1–3. http://dx.doi.org/10.1080/10615809708249292.
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Perlovsky, Leonid I. "Higher emotions and cognition". Cognitive Systems Research 61 (czerwiec 2020): 45–52. http://dx.doi.org/10.1016/j.cogsys.2017.04.008.
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بهلول, رجا. "Ethics, Emotions and Cognition." المجلة العربية للعلوم الإنسانية 29, nr 113 (1.01.2011): 123–55. http://dx.doi.org/10.34120/ajh.v29i113.2235.
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يسعى هذا البحث إلى مناقشة بعض المسائل التي لا تزال تثير جدلاً واسعاً في مجال علم الأخلاق: هل ثمة علاقة بين الأخلاق والانفعالات؟ هل يوجد جانب عاطفي في الحياة والمفاهيم الأخلاقية؟ إذا كانت الإجابة بالإيجاب، فما العلاقة بين الأخلاق والانفعالات، وما فحوى الجانب العاطفي في الحياة والمفاهيم الأخلاقية؟ نطرح هذه الأسئلة من خلال ما يأتي: (1) مناقشة النظرية الانفعالية في الأخلاق، (2) طرح ومناقشة مقاربة مفادها أن هناك علاقة ضرورية بين الانفعالات والأحكام الأخلاقية، ولكنها ليست علاقة سببية كما يحسب أنصار النظرية الانفعالية. يقدم البحث أفكاراً جديدة لفهم هذه العلاقة، وذلك من خلال التركيز على أوجه شبه بالغة الأهمية بين الانفعالات والأحكام الحسية (البصرية، السمعية، إلخ) التي تشكل جسراً ما بين الإدراك والانفعال.
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Grodź, Iwona. "Narracja filmowa – funkcja terapeutyczna. Kilka słów o Amatorze (1979) Krzysztofa Kieślowskiego". Człowiek i Społeczeństwo 56 (27.12.2023): 283–91. http://dx.doi.org/10.14746/cis.2023.56.13.
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The strategy of the (auto)therapist in film art is a process of dynamic interaction between the transmitting and receiving roles, i.e. the director – the protagonist of his work and the projected viewers. The film is a space enabling the creator to analyze the problems of a modern man in order to increase the skills of self-understanding, self-distancing from emotions and developing reflection. The latter is conducive to the coherence of narratives about oneself and the construction of one’s identity. Results and conclusions: Projection and identification, which is part of the emotional and cognitive responses available to the creator and recipient of the work, are processes of therapeutic importance. Creation (and contact with its effect – a finished work) is then a tool helping to regulate: modulation of attention, emotions (modulation of emotion), fosters cognition (modulation of cognition), understanding behavior (modulation of behavior) and communication (modulation of communication).
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Tosic-Radev, Milica, i Ana Pesikan. "Emotions at school: An obstacle or an encouragement to learning?" Zbornik Instituta za pedagoska istrazivanja 49, nr 2 (2017): 261–78. http://dx.doi.org/10.2298/zipi1702261t.
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Emotions and cognition have long been treated as separate processes in psychology. Emotions were considered a distractor of rational processes, and it was endeavoured, especially at school, to reduce the influence of emotions to the lowest level possible. However, the contemporary research in the field of neurobiology and psychology states the complete opposite - that emotions and cognition are inextricably bound. Every kind of learning has an emotional grounding, while the emotional processes are necessary in order to utilise any kind of knowledge in everyday life. The first part of the current paper provides an overview of the studies dealing with the influence of emotions on the learning process, perception, attention, memory, critical thinking and motivation. In the second part of the paper, we speak about emotions in the educational context, and in the third about the implications of the studies dealing with emotions for education. The new insights into the relation between the emotional and cognitive processes inevitably have a bearing on the process of teaching and learning, as well as on teacher education. It is necessary to raise teachers? awareness of the importance of emotions in education and the consequent professional commitments and tasks as early as in the stage of pre-service education.
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Otsuka, Yasumasa, Yukiko Sagisaka, Junko Nakamura, Keiko Hara, Masaki Okada, Yuko Takeuchi, Mizuki Tsuchiya i Yutaka Monden. "Happiness Detected by the Emotion Cognition System Is Associated with Burnout in an Information Technology Products and Services Trading Company". International Journal of Environmental Research and Public Health 20, nr 3 (26.01.2023): 2212. http://dx.doi.org/10.3390/ijerph20032212.
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(1) Background: Although many previous studies have found an association between burnout and emotions, none have examined the association between emotions detected by an emotion cognition system and burnout. The purpose of this study is to examine the relationship between the emotions detected by the emotion cognition system and burnout among workers. We hypothesized that burnout survivors are less likely to express their emotions as facial expressions. (2) Methods: One hundred and forty-one workers at an Information Technology (IT) products and services trading company were asked to take facial images for three months when they started and left work and responded to a burnout questionnaire once a month. Microsoft Azure was used to detect their emotions. (3) Results: Hierarchical multiple regression analyses revealed that happiness in Period 1 was significantly and negatively associated with burnout at Time 2. This association was also observed after the various covariates were included. However, burnout at Time 3 was not significantly related to any emotions in Period 1. (4) Conclusions: Happiness, as detected by the emotion cognition system, was associated with burnout immediately afterward.
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Bloomfield, Paul. "Beyond the Basics of Emotions". Journal of Philosophy of Emotion 3, nr 1 (30.09.2021): 24–30. http://dx.doi.org/10.33497/2021.summer.5.
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While emotions can play positive, contributory roles in our cognition and our lives, they frequently have the opposite effect. Michael Brady’s otherwise excellent introduction to the topic of emotion is unbalanced because he does not attend to harms emotions cause. The basic problem is that emotions have a normative aspect: they can be justified or unjustified and Brady does not attend to this. An example of this is Brady’s discussion of curiosity as the emotional motivation for knowledge. More importantly, while emotions can and sometimes do reveal to us what we value, it is far less frequent that emotions reveal objective value.
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Crump, Andrew, Emily J. Bethell, Ryan Earley, Victoria E. Lee, Michael Mendl, Lucy Oldham, Simon P. Turner i Gareth Arnott. "Emotion in animal contests". Proceedings of the Royal Society B: Biological Sciences 287, nr 1939 (18.11.2020): 20201715. http://dx.doi.org/10.1098/rspb.2020.1715.
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Emotions encompass cognitive and behavioural responses to reward and punishment. Using contests as a case-study, we propose that short-term emotions underpin animals' assessments, decision-making and behaviour. Equating contest assessments to emotional ‘appraisals', we describe how contestants appraise more than resource value and outcome probability. These appraisals elicit the cognition, drive and neurophysiology that governs aggressive behaviour. We discuss how recent contest outcomes induce long-term moods, which impact subsequent contest behaviour. Finally, we distinguish between integral (objectively relevant) and incidental (objectively irrelevant) emotions and moods (affective states). Unlike existing ecological models, our approach predicts that incidental events influence contest dynamics, and that contests become incidental influences themselves, potentially causing maladaptive decision-making. As affective states cross contexts, a more holistic ethology (incorporating emotions and moods) would illuminate animal cognition and behaviour.
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Jaramillo, Paola, Juan Carlos Ruiz i Inma Fuentes. "Relaciones entre neurocognición, procesamiento emocional y funcionamiento social en la esquizofrenia". Psychology, Society, & Education 3, nr 2 (27.04.2017): 99. http://dx.doi.org/10.25115/psye.v3i2.473.
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Resumen: En la esquizofrenia se presentan una serie de déficits cognitivos que han hecho que la investigación y la práctica profesional actual se centren en el estudio de la neurocognición y la cognición social. Estos déficits tienen importantes implicaciones en el funcionamiento social. El objetivo del presente trabajo es analizar la relaciones entre neurocognición, cognición social, evaluada con tareas de reconocimiento de la emoción, y funcionamiento social. Sesenta personas con diagnóstico de esquizofrenia han formado la muestra y las áreas evaluadas han sido: funcionamiento ejecutivo y flexibilidad cognitiva, atención y vigilancia, memoria, velocidad de procesamiento, identificación y discriminación de emociones y funcionamiento comunitario. Los resultados indican que medidas de cognición básica correlacionan de forma significativa con el funcionamiento comunitario, mientras que medidas de reconocimiento de la emoción, específicamente la identificación de emociones faciales solo correlacionó de forma positiva con un área del funcionamiento comunitario, la de comunicación y contacto social. Relationships between neurocognition, emotional processing and social functioning in schizophrenia Abstract: A series of cognitive deficits in schizophrenia have led to a focus on neuro- and social cognition in current research and professional practice. These deficits have significant implications for social functioning. The aim of the current study is to analyse the relationships between neurocognition, social cognition (evaluated via emotional recognition tasks) and social functioning. Sixty people diagnosed with schizophrenia made up the sample and the following areas were evaluated: executive functioning and cognitive flexibility, attention and vigilance, processing speed, emotion identification and discrimination and community functioning. Results indicate that measures of basic cognition correlate significantly with communal functioning while measures of emotion recognition, especially those identifying facial emotions only correlate positively with one area of communal functioning, namely that of communication and social contact.
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Perler, Dominik. "Emotions and Cognitions. Fourteenth-Century Discussions on the Passions of the Soul". Vivarium 43, nr 2 (2005): 250–74. http://dx.doi.org/10.1163/156853405774978353.
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AbstractMedieval philosophers clearly recognized that emotions are not simply "raw feelings" but complex mental states that include cognitive components. They analyzed these components both on the sensory and on the intellectual level, paying particular attention to the different types of cognition that are involved. This paper focuses on William Ockham and Adam Wodeham, two fourteenth-century authors who presented a detailed account of "sensory passions" and "volitional passions". It intends to show that these two philosophers provided both a structural and a functional analysis of emotions, i.e., they explained the various elements constituting emotions and delineated the causal relations between these elements. Ockham as well as Wodeham emphasized that "sensory passions" are not only based upon cognitions but include a cognitive component and are therefore intentional. In addition, they pointed out that "volitional passions" are based upon a conceptualization and an evaluation of given objects. This cognitivist approach to emotions enabled them to explain the complex phenomenon of emotional conflict, a phenomenon that has its origin in the co-presence of various emotions that involve conflicting evaluations.
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Castellanos, Sergio, i Luis-Felipe Rodríguez. "A Flexible Scheme to Model the Cognitive Influence on Emotions in Autonomous Agents". International Journal of Cognitive Informatics and Natural Intelligence 12, nr 4 (październik 2018): 81–100. http://dx.doi.org/10.4018/ijcini.2018100105.
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Autonomous agents (AAs) are designed to embody the natural intelligence by incorporating cognitive mechanisms that are applied to evaluate stimuli from an emotional perspective. Computational models of emotions (CMEs) implement mechanisms of human information processing in order to provide AAs for a capability to assign emotional values to perceived stimuli and implement emotion-driven behaviors. However, a major challenge in the design of CMEs is how cognitive information is projected from the architecture of AAs. This article presents a cognitive model for CMEs based on appraisal theory aimed at modeling AAs' interactions between cognitive and affective processes. The proposed scheme explains the influence of AAs' cognition on emotions by fuzzy membership functions associated to appraisal dimensions. The computational simulation is designed in the context of an integrative framework to facilitate the development of CMEs, which are capable of interacting with cognitive components of AAs. This article presents a case study and experiment that demonstrate the functionality of the proposed models.
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Bassett, Rodney L., i Peter C. Hill. "The Ace Model of Emotion: Living Jesus Christ While Experiencing Emotions". Journal of Psychology and Theology 26, nr 3 (wrzesień 1998): 232–46. http://dx.doi.org/10.1177/009164719802600302.
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This article presents a model that integrates Christian and psychological perspectives on emotion: the ACE model of emotion. This model proposes that all emotions are morally ambidextrous. Any emotion, from anger to love, has the capacity to be experienced in a manner that is pleasing or displeasing to God. The ACE model further assumes that emotions contain three elements: (a) A = arousal or physiological activity, (b) C = cognition, and (c) E = expression. In addition, the model can be considered along two dimensions that determine if an emotion is righteous, sinful, natural, or distorted. The model looks at the emotional “big picture” and may well subsume several previous attempts to integrate psychology and Christianity in terms of specific emotions.