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Relevant bibliographies by topics / Affective perspective

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Academic literature on the topic 'Affective perspective'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Affective perspective"

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Caesens, Gaëtane, Géraldine Marique, and Florence Stinglhamber. "The Relationship Between Perceived Organizational Support and Affective Commitment." Journal of Personnel Psychology 13, no. 4 (2014): 167–73. http://dx.doi.org/10.1027/1866-5888/a000112.

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Two distinct perspectives have emerged in the literature to explain the relationship between perceived organizational support (POS) and affective commitment (AC): a social exchange perspective and, more recently, a social identity perspective. However, these views have never been considered together. Filling this gap, our study aims to examine the conjoint role of felt obligation (i.e., the social exchange perspective) and organizational identification (i.e., the social identity perspective) in the relationship between POS and AC. Based on two different samples, our results indicate that both felt obligation and organizational identification partially mediate the relationship between POS and AC. In sum, this research shows that the two mechanisms play a concomitant role in the link between POS and AC.

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Hayashi, Hajimu, and Mina Nishikawa. "Egocentric bias in affective perspective taking." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 1PM—096–1PM—096. http://dx.doi.org/10.4992/pacjpa.82.0_1pm-096.

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Raulin, Michael L. "A Psychiatric Perspective on Affective Disorders." Contemporary Psychology: A Journal of Reviews 35, no. 1 (1990): 61–62. http://dx.doi.org/10.1037/028235.

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Kumfor, Fiona, Lincoln M. Tracy, Grace Wei, et al. "Social and affective neuroscience: an Australian perspective." Social Cognitive and Affective Neuroscience 15, no. 9 (2020): 965–80. http://dx.doi.org/10.1093/scan/nsaa133.

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Abtract While research in social and affective neuroscience has a long history, it is only in the last few decades that it has been truly established as an independent field of investigation. In the Australian region, despite having an even shorter history, this field of research is experiencing a dramatic rise. In this review, we present recent findings from a survey conducted on behalf of the Australasian Society for Social and Affective Neuroscience (AS4SAN) and from an analysis of the field to highlight contributions and strengths from our region (with a focus on Australia). Our results demonstrate that researchers in this field draw on a broad range of techniques, with the most common being behavioural experiments and neuropsychological assessment, as well as structural and functional magnetic resonance imaging. The Australian region has a particular strength in clinically driven research, evidenced by the types of populations under investigation, top cited papers from the region, and funding sources. We propose that the Australian region has potential to contribute to cross-cultural research and facilitating data sharing, and that improved links with international leaders will continue to strengthen this burgeoning field.

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Mottet, Timothy P. "Affective Learning from a Cognitive Neuroscientific Perspective." Communication Education 64, no. 4 (2015): 508–10. http://dx.doi.org/10.1080/03634523.2015.1064144.

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Marinao-Artigas, Enrique, Leslier Valenzuela-Fernández, and Karla Barajas-Portas. "Understanding affective evaluation in retail: consumers perspective." Academia Revista Latinoamericana de Administración 32, no. 4 (2019): 541–65. http://dx.doi.org/10.1108/arla-02-2019-0050.

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Purpose The purpose of this paper is to analyze the effect of the consumer’s emotional shopping experience on the perception of benefits and on the corporate reputation of a department store. Design/methodology/approach This study was applied to a non-probabilistic sample survey proportionally distributed among the main department stores in Chile and Mexico. Findings The findings show for both countries that the functional and symbolic benefit perceived by consumers significantly influences the reputation of department stores. However, the hedonic benefit perceived by the consumer had a negative effect on the reputation of the store. Practical implications The companies could redirect their marketing and commercial management strategies based on the variables and relationships of the model proposed in this study. For instance, managers should implement strategies to improve the emotional experience of their clients. In addition, future studies also could use other variables inherent to the consumer’s purchasing behavior to evaluate their effects on the corporate reputation of the department store. Originality/value This research contributes with the proposal of an explanatory model for decision making, using structural equations that suggest that the affective evaluation of the shopping experience is a key antecedent of the functional, hedonic and symbolic benefits perceived by the consumer. Moreover, the emotional experience plays a key role as an antecedent for the corporate reputation of a company.

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Fagley, N. S., Jennifer G. Coleman, and Andrew F. Simon. "Effects of framing, perspective taking, and perspective (affective focus) on choice." Personality and Individual Differences 48, no. 3 (2010): 264–69. http://dx.doi.org/10.1016/j.paid.2009.10.008.

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Slaby, Jan, Rainer Mühlhoff, and Philipp Wüschner. "Affective Arrangements." Emotion Review 11, no. 1 (2017): 3–12. http://dx.doi.org/10.1177/1754073917722214.

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We introduce the working concept of “affective arrangement.” This concept is the centerpiece of a perspective on situated affectivity that emphasizes relationality, dynamics, and performativity. Our proposal relates to work in cultural studies and continental philosophy in the Spinoza–Deleuze lineage, yet it is equally geared to the terms of recent work in the philosophy of emotion. Our aim is to devise a framework that can help flesh out how affectivity unfolds dynamically in a relational setting by which it is at the same time modulated in recurring ways. With this orientation, this article contributes to the interdisciplinary study of situated affectivity and to the theoretical and conceptual unification of distinct strands of research from several disciplines.

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KHAKHALOVA, ANNA. "BODILY-AFFECTIVE ATTUNEMENT IN SOCIAL INTERACTION." HORIZON / Fenomenologicheskie issledovanija/ STUDIEN ZUR PHÄNOMENOLOGIE / STUDIES IN PHENOMENOLOGY / ÉTUDES PHÉNOMÉNOLOGIQUES 10, no. 1 (2021): 77–95. http://dx.doi.org/10.21638/2226-5260-2021-10-1-77-95.

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The paper intends to supplement the studies of emotional affordances of BAA by elaborating on the conception of participatory sense-making as well as developmental studies on joint attention and interattentionality. I address different spheres of expertise from the experience-based phenomenological perspective, which allows exploring the problem both from the first-person and second-person perspectives. This research presents the conception of inter-selfness that carries on M. Merleau-Ponty’s idea of intercorporeality, T. Fuchs’ et al. analysis of intersubjectivity and phenomenologically oriented psychoanalysis by E. Z. Tronick et al., R. Stolorow et al. The mechanism of BAA is presented through the conception of participatory sense-making and the idea of minimal inter-attentionality in developmental studies. The paper presents an emotional affordances scheme that illustrates the emotional regulation of BAA. By examining this process of regulation one could see in what way the self becomes an inter-self in communication. The article also postulates correlation between cultural mediation of emotional affordances and their direct accessibility from the second-person perspective. In the last part of the paper, I examine social interaction from the viewpoint of developmental studies (C. Trevarthen, V. Reddy, M. Carpenter). The developmental perspective supplements the idea of emotional regulation in interaction, by focusing on primary such forms of BAA between a caregiver and a baby, as joint attention and mutual gaze. Herein, I demonstrate how the initial forms of the positive bodily-affective attunement develop into the interattentionality and self-representation practices of the subject. This point could contribute to the theory of personal identity by exploring the process of maturing of the sense of self in its different aspects. The results of the research could be useful for further study of BAA and its pathologies. The results could also be of use for the discussion on non-human or human-like affordance-based technological interaction theory.

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Egan, Patricia. "WHAT FAMILY CAREGIVERS THINK AND FEEL WHEN PROXY ASSESSING FROM DIFFERENT PERSPECTIVES." Innovation in Aging 3, Supplement_1 (2019): S977. http://dx.doi.org/10.1093/geroni/igz038.3540.

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Abstract Dementia family caregivers are routinely enlisted as proxy assessors of care recipient quality of life (QOL). Proxy assessment is not ideal because proxy assessments differ systematically from self-assessments and the assessment process can elicit negative affect from family caregivers. Prompting adoption of the care recipient’s perspective can enhance assessment congruence and may improve the emotional experience for assessors. This study explored family caregivers’ cognitive and affective experiences during QOL proxy assessments made from both their own and care recipients’ perspectives. Thirty-six dementia family caregivers were recruited from senior service agencies. Subjects completed the Quality of Life-Alzheimer Disease (QOL-AD), Caregiver Version using standard instructions to assess QOL across thirteen domains of their care recipient’s life without specifying the perspective to be used. Subjects were next asked to repeat the QOL-AD with instructions to adopt the perspective of their care recipient, as they imagined it to be. Subjects were then interviewed about what they thought and felt during each proxy assessment experience. Content analysis indicated that spontaneous perspective shifts and response shifts frequently occurred. Most subjects (91.7%) reported changed thinking for one or more QOL-AD domains when they were prompted to switch perspectives. Over half (61.12%) reported changed affect when switching perspectives and 90.9% of those experiencing changed affect reported affective improvement. Little or no affective change was reported by 38.89%. Findings suggest awareness of perspective can enhance clinical interpretation of proxy assessed QOL and can inform clinical response to dementia family caregivers who experience negative emotions while proxy reporting QOL.

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Dissertations / Theses on the topic "Affective perspective"

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Sadeghi-Tari, Daniel. "Socio-Affective Moral Enhancement : A Cognitive Neuroscientific Perspective." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17473.

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Schneider, Sandra Beth. "The Denied Affective: A Deweyan perspective on Disequilibrium." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31517.

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It is the position of this paper that the body plays a crucial role in the manifestation of cognition and motivation. Cognition is situationally specific and emergent from a natural, habitual functioning process that is based on the embodied needs to transact with the environment. That natural function is the well-known Disequilibrium-Equilibrium function ( D-E f ), and the denied affective [the precognitive] is the embodied needs, desires and interests that frame selective attention and are the catalyst for emerging cognitive action. This precognitive catalyst usually contributes more to motivation than cognition. Motivation also has a cognitive component. The Disequilibrium-Equilibrium function ( D-E f ) process is part of a larger holistic embodied transaction where â knowingâ is a way of behaving. This larger embodied transaction is Deweyâ s â Transactional Realism.â In this transaction â inquiryâ is the tool of the goal â senseâ [or equilibrium] and â knowledgeâ is the product of a transformed context. On an individual level this transformation is learning, enculturation and reflection. On a cultural level this transformation is consensual validation.<br>Master of Arts

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Issroff, Kim. "Investigating computer-supported collaborative learning from an affective perspective." Thesis, Open University, 1996. http://oro.open.ac.uk/56457/.

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Recent research on computer-supported collaborative learning has an emphasis on cognitive factors and experimental studies. However there are contradictory findings and disagreements about the mechanisms underpinning collaborative learning. In this thesis, computer-supported collaborative learning situations are assessed with an emphasis on the affective factors, students' perceptions and aspects of the learning situation that learners themselves find important. Three empirical studies were conducted to highlight some of these factors. The first study investigated 11 individuals and 22 pairs of students in a secondary school using a computer to fill in a worksheet about chemistry. The second study examined 61 psychology undergraduates working collaboratively at a summer school. The third study followed a group of three primary school children working collaboratively on a dynamic document in science. The first study found differences between individuals and pairs in terms of on-task performance but no differences between them in terms of preto post-test gain. It also showed the importance of affective factors to students. The analysis of videotapes showed changes over sessions and developments over time in students' collaborative interactions. The affective findings from the first study were supported by the results of the second study which showed that the majority of students thought that it was more important to get along with their peers than to succeed in the task. In the third study, temporal features of the interaction were analysed in a longer-term collaboration. A number of different methodologies were used in the studies and issues concerning pre- and post-testing and the use of naturalistic and experimental studies are discussed. Time-based analyses are carried out on approximately 26 hours of videotapes of collaborative interactions and these show developments in patterns of interactions. The thesis supports Ames' (1984) view that a moral dimension is important in collaborative learning, with findings showing that the majority of students think that it is more important to get along with their peers than to get the correct answer, with this being particularly pertinent for women. Together these studies show that both the task structure and the way in which collaboration is resourced has an impact on the products, processes and outcomes of collaborative interactions.

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Hines, Karen Anne. "Predicting Future Emotions from Different Points of View: The Influence of Imagery Perspective on Affective Forecasting Accuracy." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282066755.

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Bryan-Zaykov, Christian. "An analysis of schools from the perspective of teachers' affective-emotional zones." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557808.

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An ecological approach to space allows human constructs to become the primary prism through which to view workplaces (Nespor, 2000; Urry, 2005; Murdoch 2006). Human beings create meaning in their environments via the unity of symbolic actions and generalized meaning fields that gain their social usefulness via their affective tone. The resulting personal system becomes projected onto the world via the personal arrangement of things that are important for each person (Valsiner, 2000; Valsiner, 2005). Consequently, individual human beings constantly order parts in their environments through an affective-emotional lens when they encounter ideas, objects and spaces (Hochschild, 2003; Thrift, 2008; Boys, 2011). I use the emotional labour (Hochschild, 1983) concepts of display rules (expectations for emotional display) and feeling rules (expectations for internal affect) together with an ecological approach to space to investigate the existence of affective-emotional zones in schools. My research questions were: How do participants in a school make sense of their work environment through the lens of affective-emotional zones? How are affective-emotional zones characterized in terms of display rules and feeling rules? What challenges do teachers face when they are in particular affective-emotional zones and why? I broadly utilized a case study approach with a European international school to interview six experienced teachers using an active interview technique with open coding (Strauss and Corbin, 1998) and critical event coding (Webster and Mertova, 2007) as the principle methods of analysis. I was able to label and describe four zones that I argued are products of teacher rituals, habits, feelings (feeling rules) and emotions (display rules); the communal zone, the school zone, the student zone and the teacher zone. I further the notion of heretical feelings and emotions and describe how they constitute elements of the teacher condition. I found school affective-emotional zones are temporal as school spaces have the potential to shift from one affective-emotional zone to another as a consequence of time changes in the school day. I outline questions for future research based on my findings.

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Bohrn, Isabel [Verfasser]. "Affective and esthetic processes in reading : a neurocognitive perspective / Isabel Christine Bohrn." Berlin : Freie Universität Berlin, 2013. http://d-nb.info/1031667156/34.

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Awaida-Nachabe, Nadia. "Examining Cross-cultural Affective Components of Global Competence From a Value Perspective." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6798.

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The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA region. It also examined the correlations between cultural values and affective components and whether significant differences existed based on gender, age, and country of citizenship. This research involved the combination of Wallenberg-Lerner’s Affective Component Questionnaire (ACQ) and Schwartz’s Portrait Value Questionnaire (PVQ). In conjunction with a demographic information form, the Affective Component Value Questionnaire (ACVQ) was developed. A panel of experts assisted in establishing the validity of the instrument. All nine affective components were perceived to be important in this global era. Self-assurance, Tolerance for Ambiguity, and Connectedness were perceived to be the most important affective components of global competence, while the cultural value of Self-transcendence was recognized as the most important. Several positive correlations existed between three cultural values and eight affective components. The cultural value of Self-transcendence had the highest number of positive correlations with the seven affective components. Self-enhancement did not reveal any correlations. Analysis of variance was conducted to determine the differences in perceptions based on age, gender, and country of citizenship. No significant differences were present in the perceptions of the affective components and the cultural values based on gender. Perceptions by age were similar for the affective components, but differed for the cultural values. MENA citizens between the ages of 18-25 years more highly regarded the cultural value of Openness to Change and the 46 years and older age group more highly regarded Conservation than the other groups. Perceptions by country of citizenship differed for the affective components, but were similar for the cultural values. Lebanon more highly regarded the affective components, of Adaptability and Empathy. Morocco more highly regarded Connectedness while Tunisia more highly regarded Curiosity. The findings of this research could have a global benefit of raising the awareness and the integration of the MENA’s perceptions of global competencies into the areas of education, research, policy initiatives, and the private sector.

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Johnson, Lars. "Affective disorders in a stress-vulnerability perspective : a clinical, biological and psycho-social study /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-396-1/.

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Swift, Anna Louise. "How time flies : the perception, perspective and experience of time in bipolar affective disorder." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426816.

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This study examined time perception, time experience and time perspective in bipolar disorder. In a cross-sectional, quasi-experimental design, 58 bipolar participants completed a clinical interview to assess mood and were assigned to one of three mood state groups; euthymic, depressed or mania. Furthermore, 20 health professionals without a diagnosis of bipolar disorder were recruited as a control group. Therefore, 78 participants in total completed a temporal generalisation computer task (Wearden, 1992), a visual analogue scale of time experience (Blewitt, 1992) and the Zimbardo Time Perspective Inventory (ZTPI, Zimbardo & Boyd, 1999). Results indicated that the manic group were significantly less accurate on the temporal generalisation task indicating a deficit in time perception. However, no significant differences in performance were found between the control, euthymic and depressed groups. Furthermore, in an unfilled duration, depressed participants rated the subjective passing of time as significantly slower than the other groups. Additionally, the manic group rated time as passing significantly faster than the other groups in an unfilled duration. However, when focussed upon a task (filled duration) this effect was reduced to the extent that no significant differences between the groups were found. Finally, significant differences were found between the group profiles on the ZTPI subscales indicating that different mood states were characterised by specific temporal perspectives. The results suggest that bipolar mood states are characterised by differences in temporal experience and this has direct implication for psychological interventions.

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Backhouse, Susan Helen. "Fluid ingestion, affective states and perceived exertion during prolonged exercise." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/8948.

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The impact of nutritional intervention on affective states has largely been ignored in the exercise-affect literature. For decades the impact of such interventions on perceptions of exertion has been well documented. However, Hardy and Rejeski (1989) assert that `what' a person feels, as measured by the rating of perceived exertion (RPE) scale, may be very different from `how' they feel, and that on its own the RPE provides limited information about the subjective experiences of individuals during exercise. This thesis describes a series of studies that assess the influence of various fluid ingestion regimes on both `how' and `what' a person feels. Seven studies were undertaken, incorporating a variety of exercise modes, including prolonged running (Study 1,3 & 7), prolonged cycling (Study 2& 4) and prolonged intermittent, high intensity exercise (Study 5,6 & 7). The relationship between fluid ingestion during exercise and affective states during and following exercise proved to be a complex one. The initial investigation (Study 1) showed that the ingestion of water during prolonged running resulted in an overall improvement in valence during the recovery period. A significant increase in activation was also noted in the water trial only, from pre to post exercise. Furthermore, subjective ratings of energy post-exercise were higher in the water trial, compared to the no water trial. In study 2 the beneficial effects observed in study 1 were not so apparent. In this instance the only significant change of interest was in energetic arousal, which was found to be higher 5 min post exercise in the water trial compared to the no water trial. When the ingestion of a CHO solution during exercise was compared to a placebo or flavoured water solution (Studies 3-7) the findings also varied. However, the observation of an enhanced affective profile following CHO ingestion in Study 4 and Study 5 highlights the importance of considering nutritional status and intervention when investigating the exercise-affect relationship. These studies have highlighted some important aspects in our understanding of the exercise-affect relationship alone. Firstly, a robust finding across all the studies was the observation of an almost uniformly positive shift in valence from the final within-exercise assessment to the post exercise assessments. Thus emphasising the dynamic nature of affect and the importance of repeated within exercise assessments. Secondly, moderate intensity exercise of a fixed duration was marked by highly variable inter-individual differences in the response of participants to the valence and activation dimensions. However, exercise to fatigue elicited a homogenous valence response as participants came closer to reaching their exercise capacity.

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Books on the topic "Affective perspective"

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The psychotic wavelength: A psychoanalytic perspective for psychiatry. Routledge, 2009.

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Gibbons, Sandra Louise. A theoretical framework defining the affective dimension of human-movement experiences from a physical-education curriculum perspective. Microform Publications, College of Human development and performance, University of Oregon, 1989.

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International, Symposium "25 Years Weissenau Depression Unit" (2001 Weissenau Germany). Perspectives in affective disorders. Karger, 2002.

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Siewert, Senta. Performing Moving Images. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789462985834.

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Performing Moving Images: Access, Archive and Affects presents institutions, individuals and networks who have ensured experimental films and Expanded Cinema of the 1960s and 1970s are not consigned to oblivion. Through a comparison of recent international case studies from festivals, museums, and gallery spaces, the book analyzes their new contexts, and describes the affective reception of those events. The study asks: what is the relationship between an aesthetic experience and memory at the point where film archives, cinema, and exhibition practices intersect? What can we learn from re-screenings, re-enactments, and found footage works, that are using archival material? How does the affective experience of the images, sounds and music resonate today? Performing Moving Images: Access, Archive and Affects proposes a theoretical framework from the perspective of the performative practice of programming, curating, and reconstructing, bringing in insights from original interviews with cultural agents together with an interdisciplinary academic discourse.

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Gokcay, Didem. Affective computing and interaction: Psychological, cognitive, and neuroscientific perspectives. Information Science Reference, 2011.

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Adom, Ahamefula N. Age stereotypes in a cross-cultural perspective: A study of perspections of aging and attitudes toward old adults in Nigeria and Norway assessed in terms of affective meanings, psychological importance, and ego states of transactional analysis. Norwegian University of Science and Technoloy, Dept. of Psychology, 1996.

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Hudgins, James E. Tropical cyclones affecting North Carolina since 1586: An historical perspective. U.S. Dept. of Commerce, National Oceanic and Atmospheric Administration, National Weather Service, Eastern Region Headquarters, Scientific Services Division, 2000.

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Hudgins, James E. Tropical cyclones affecting North Carolina since 1586: An historical perspective. U.S. Dept. of Commerce, National Oceanic and Atmospheric Administration, National Weather Service, Eastern Region Headquarters, Scientific Services Division, 2000.

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Weiss, Amy L. Perspectives on individual differences affecting therapeutic change in communication disorders. Psychology Press, 2010.

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Weiss, Amy L. Perspectives on individual differences affecting therapeutic change in communication disorders. Psychology Press, 2010.

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Book chapters on the topic "Affective perspective"

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Iturrioz, Teresa, and Monica Wachowicz. "An Artistic Perspective for Affective Cartography." In Lecture Notes in Geoinformation and Cartography. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15537-6_5.

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Kahveci, Ajda. "Gender Perspective on Affective Dimensions of Chemistry Learning." In Affective Dimensions in Chemistry Education. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45085-7_4.

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Wang, Guanghui, Yantao Tian, and Guoqiang Sun. "Modelling Nonrigid Object from Video Sequence Under Perspective Projection." In Affective Computing and Intelligent Interaction. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573548_9.

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van Steenbergen, Henk. "Affective Modulation of Cognitive Control: A Biobehavioral Perspective." In Handbook of Biobehavioral Approaches to Self-Regulation. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1236-0_7.

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Adams, Verna M. "Affective Issues in Teaching Problem Solving: A Teacher’s Perspective." In Affect and Mathematical Problem Solving. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3614-6_13.

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Engeström, Yrjö. "Expanding the Scope of Science Education: An Activity-Theoretical Perspective." In Cognitive and Affective Aspects in Science Education Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_26.

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Hanson, Daniel R. "Schizophrenia and Affective Psychotic Disorders – Inputs from a Genetic Perspective." In Handbook of Behavior Genetics. Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-76727-7_31.

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Hayashi, Elaine C. S., Alessandro Arpetti, and M. Cecília C. Baranauskas. "Preliminary Reflections on Affective Affordance in HCI: A Semiotic-Informed Perspective." In Socially Aware Organisations and Technologies. Impact and Challenges. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42102-5_5.

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Jing-Schmidt, Zhuo. "Maternal affective input in mother–child interaction: A cross-cultural perspective." In Development of Pragmatic and Discourse Skills in Chinese-Speaking Children. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/bct.60.04jin.

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Santos, Olga C. "Emotions and Personality in Adaptive e-Learning Systems: An Affective Computing Perspective." In Human–Computer Interaction Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31413-6_13.

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Conference papers on the topic "Affective perspective"

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Bødker, Mads, Martin S. Christensen, and Anker Helms Jørgensen. "Understanding affective design in a late-modernity perspective." In the 2003 international conference. ACM Press, 2003. http://dx.doi.org/10.1145/782896.782931.

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Moshkina, L., and R. C. Arkin. "Human perspective on affective robotic behavior: a longitudinal study." In 2005 IEEE/RSJ International Conference on Intelligent Robots and Systems. IEEE, 2005. http://dx.doi.org/10.1109/iros.2005.1545343.

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Xu, Q. L., F. Zhou, and J. Jiao. "Design for user experience: An affective-cognitive modeling perspective." In 2010 IEEE International Conference on Management of Innovation & Technology. IEEE, 2010. http://dx.doi.org/10.1109/icmit.2010.5492879.

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Canini, Luca, Steve Gilroy, Marc Cavazza, Riccardo Leonardi, and Sergio Benini. "Users' response to affective film content: A narrative perspective." In 2010 International Workshop on Content-Based Multimedia Indexing (CBMI). IEEE, 2010. http://dx.doi.org/10.1109/cbmi.2010.5529892.

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Huang, Hailin, and Shuang Wu. "Emotion Measurement for Virtual Systems Laboratory: Perspective of Affective Design." In 2nd International Conference on Computer Science and Electronics Engineering (ICCSEE 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/iccsee.2013.285.

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Petreca, Bruna, Nadia Bianchi-Berthouze, Sharon Baurley, Penelope Watkins, and Douglas Atkinson. "An Embodiment Perspective of Affective Touch Behaviour in Experiencing Digital Textiles." In 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2013. http://dx.doi.org/10.1109/acii.2013.143.

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Gokcay, Didem, Seref Arikan, and Gulsen Yildirim. "Understanding behavioral problems in text-based communication using neuroscientific perspective." In 2009 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops (ACII 2009). IEEE, 2009. http://dx.doi.org/10.1109/acii.2009.5349572.

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Yadollahi, Elmira, Wafa Johal, Joao Dias, Pierre Dillenbourg, and Ana Paiva. "Studying the Effect of Robot Frustration on Children's Change of Perspective." In 2019 8th International Conference on Affective Computing and Intelligent Interaction Workshops and Demos (ACIIW). IEEE, 2019. http://dx.doi.org/10.1109/aciiw.2019.8925100.

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Wang, Yueheng, Kun Qian, Jacob Nelson, et al. "Can Affective Computing Better the Mental Status of the Electronic Games Player? A Perspective." In 2020 IEEE 2nd Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2020. http://dx.doi.org/10.1109/lifetech48969.2020.1570620404.

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de Vries, Gert-Jan, Dirk Brokken, and Paul Lemmens. "Same or different? Recollection of or empathizing with an emotional event from the perspective of appraisal models." In 2009 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops (ACII 2009). IEEE, 2009. http://dx.doi.org/10.1109/acii.2009.5349337.

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Reports on the topic "Affective perspective"

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Leinbach, Mary. Affective perspective-taking and sympathy in young children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3060.

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Lucas, Richard E. Comparing global reports of subjective well-being to experiential measures. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.rev01.

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Subjective well-being (SWB) is an overall evaluation of the quality of a person’slife from his or her own perspective. One common method of assessing thisconstruct requires respondents to think about their life as a whole and to providea “global” evaluation that summarizes across life domains or affective experiencesover extended periods of time. The validity of these global measures has beenchallenged, however; and experiential measures, which ask respondents to reporton their momentary evaluative experiences many times over a constrained timeperiod, have been suggested as a more valid alternative. This paper addresses theempirical evidence for one important challenge to global measures: the possibilitythat temporarily salient information overwhelmingly influences global judgments,reducing their reliability and validity. This paper critiques prior evidence for thischallenge and presents new concerns about the assumed validity of the proposedalternative: experiential measures.

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Frieson, Kate Grace. A Gender Assessment of SEACFMD 2020: A Roadmap to Prevent, Control and Eradicate foot and mouth disease (by 2020) in Southeast Asia and China. O.I.E (World Organisation for Animal Health), 2013. http://dx.doi.org/10.20506/standz.2785.

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This gender assessment of SEACFMD 2020: A Roadmap to Prevent, Control and Eradicate foot and mouth disease (by 2020) in Southeast Asia and China, responds to the requirement of AusAID that all strategies affecting human health, food security and poverty alleviation incorporate a gender perspective as women are not often included in the technical and community based aspects of programs relating to animal health and disease control. Gender roles and responsibilities affect women’s and men’s ability and incentive to participate in FMD roadmap activities, and can potentially lead to different project impacts for men and women.

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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.

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