By Lisa Feldman Barrett PhD, PhD Paula M. Niedenthal, Piotr Winkielman PhD (Editors)
Proposing state of the art paintings at the wide awake and subconscious methods desirous about emotion, this integrative quantity brings jointly major psychologists, neuroscientists, and philosophers. rigorously geared up, tightly edited chapters deal with such compelling questions as how physically responses give a contribution to wide awake event, no matter if "unconscious emotion" exists, how impact is transmitted from one individual to a different, and the way emotional responses are produced within the mind. Bringing a brand new point of coherence to traces of inquiry that regularly stay disparate, the publication identifies key, cross-cutting principles and topics and units forth a cogent schedule for destiny examine.
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Extra resources for Emotion and Consciousness
However, connectionist architectures that use a common set of units to represent perceptual and conceptual states do not exhibit transduction. Representing Emotion Concepts Amodally The dominant approach to representing emotion knowledge similarly rests on the transduction principle (Bower, 1981; Johnson-Laird & Oatley, 1989; Ortony, Clore, & Foss, 1987). According to these theories, various types of amodal knowledge structures are transduced from emotional experience to represent emotion concepts.
Once this representation is active, it describes various domains of information relevant to the emotion, thereby producing inferences about it. In general, knowledge about emotion falls into three general domains. First, people have knowledge about the situations that elicit emotions. Thus, seeing a smiling baby produces positive affect, whereas seeing a vomiting baby produces negative affect. Second, people have knowledge about the actions that are relevant when particular emotions are experienced.
In addition, corrugator activity (which occurs when individuals frown) was elevated when participants viewed an angry face, and it decreased when participants viewed a happy face. Furthermore, these effects were obtained when the faces were presented subliminally (Dimberg, Thunberg, & Elmehed, 2000). Vaughan and Lanzetta (1980) used a vicarious conditioning paradigm in which participants viewed the videotaped facial expression of pain displayed by a confederate (unconditioned stimulus) while working on a paired-association learning task.