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Books on the topic 'Cognitive-affective responses'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Patricia, Cafferata, Tybout Alice M, American Psychological Association. Division of Consumer Psychology., Marketing Science Institute, Needham Harper Worldwide, and Conference on Advertising and Consumer Psychology (4th : 1985 : Chicago, Ill.), eds. Cognitive and affective responses to advertising. Lexington Books, 1989.

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2

Bartel, Lee Roy. A study of the cognitive-affective response to music. U.M.I., 1989.

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3

Reddick, Deborah Susan. The cognitive appraisal, affective response and intrinsic motivation of adolescents seeking contraceptive counselling from a family planning clinic. National Library of Canada, 1990.

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4

Zimbardo, Philip G. Discovering psychology: Disc 7, programs 25-26. Annenberg Media, 2001.

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5

Casteel, John Keenan. AFFECTIVE AND COGNITIVE RESPONSES OF MOTHERS AND FATHERS OF PRETERM INFANTS. 1986.

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6

Morgan, Kevin. The effect of different athelitics teaching approaches on students' perceptions of the motivational climate, achievment goals and cognitive and affective responses. 2000.

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7

Van Den Bos, Kees. Hot-Cognitive Defense of Worldviews. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190657345.003.0008.

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Chapter 8 discusses people’s tendencies to defend their views on how the world should look and what exact role affective processes and feelings play in these defensive responses. The chapter delineates that worldview-defense reactions tend to be “hot-cognitive” reactions, consisting of a combination of how situations are interpreted, assessed, and appraised and the feelings associated with these interpretations, assessments, and appraisals. The chapter examines three levels of analysis at which feelings play a role in radicalization: (1) individual defensive responses involve processes of self

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8

Day, Ashley K., and Elliot J. Coups. Affect and Tanning Behaviors. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0016.

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Excess exposure to ultraviolet (UV) radiation increases the risk of skin cancers, yet a large number of individuals continue to engage in tanning behaviors. Although the majority of research on determinants of tanning behavior has focused on social cognitive factors, a number of studies have explored the role of affective factors, including feelings of relaxation, improved mood, and endorphin release in response to UV exposure. This chapter provides an overview of research on affective determinants and responses to tanning behaviors. This includes a focus on the association between anticipated

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9

Harbus, Antonina. The Long View. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0008.

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This chapter considers how a modern reader can make sense of a medieval text, but also to have an aesthetic and emotional reaction to the text. It deploys insights from neuroscientific work on emotion in mental processing, the psychology and history of emotions, and cognitive poetic approaches to the aesthetics of reading, to consider how poetic language use interacts with cognitive structures and processes. By using a new diachronic perspective, this chapter explores the shared cognitive basis of meaning and feeling in short (translated) elegiac poems written over 1,000 years ago in Old Engli

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10

MacNamara, Annmarie, and K. Luan Phan. Neurocircuitry of Affective, Cognitive, and Regulatory Systems. Edited by Christian Schmahl, K. Luan Phan, Robert O. Friedel, and Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0001.

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This chapter provides a review and synthesis of the neurocircuitry involved in affect and cognition and their interactions as it relates to regulatory functions. Cognition and emotion are considered together taking a more integrated, functional perspective. The chapter first gives an overview regarding structure and function of key brain regions, that is, prefrontal and cingulate regions, insula, and subcortical regions, as well as other temporal-parietal-occipital regions. Following this overview, the chapter proceeds with summarizing key neuroscientific findings as organized by cognitive pro

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11

Berliner, Todd. Ideology, Emotion, and Aesthetic Pleasure. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658748.003.0007.

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Chapter 7 examines the ways in which a film’s ideological properties contribute to aesthetic pleasure when they intensify, or when they complicate, viewers’ cognitive and affective responses. The chapter demonstrates the ways in which the ideology of a Hollywood film guides our beliefs, values, and emotional responses. In ideologically unified Hollywood films, such as Die Hard, Independence Day, Pickup on South Street, and Casablanca, narrative and stylistic devices concentrate our beliefs, values, and emotional responses, offering us a purer experience than we can find in most real-life situa

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12

Skwara, Alea C., Brandon G. King, and Clifford D. Saron. Studies of Training Compassion. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.17.

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Recent years have seen a growth of interest in contemplative approaches to cultivating compassionate responses to suffering. This chapter draws on contemporary research from cognitive, affective, and social psychology to provide an introduction to the field of compassion training. We consider what constitutes compassion training and offer a summary of current meditation-based approaches. We then provide an overview of the empirical evidence for a relationship between compassion training and changes in socioemotional processes, prosocial behavior, and physiological stress responses to the perce

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13

Moayedi, Massieh, and Karen D. Davis. Neural Mechanisms Underlying Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0002.

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The chapter reviews brain imaging studies investigating the sensory, affective, cognitive, and motivational components of pain. It highlights the historical development and significant advancements in thinking about pain, its representation in the brain, its interactions with and impact on cognition, and how it motivates defensive behaviors. Modern imaging and electro-physiological approaches that are currently being applied to study pain are rapidly accumulating data pertaining to acute pain and its transition to chronic pain states in the context of individual psychological factors and behav

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14

Madera, Juan M. Impact on Perpetrators. Edited by Adrienne J. Colella and Eden B. King. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199363643.013.24.

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To date, most research on workplace discrimination has focused on the targets of discrimination, but there is a growing body of literature examining the impact of discrimination from the perpetrators’ perspective. Because of social and legal pressures, perpetrators not only tend to deny accusations of discrimination but also are apt to avoid interacting with stigmatized individuals. Perpetrators’ initial responses to being confronted about discrimination often include negative affective and cognitive reactions, which depend on who confronts them and how accusations are framed. Research has als

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15

Chiao, Joan Y. Cultural Neuroscience of Compassion and Empathy. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.12.

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“Compassion” and “empathy” refer to adaptive emotional responses to suffering in oneself and others that recruit affective and cognitive processes. The human ability to understand the emotional experience of others is fundamental to social cooperation, including altruism. While much of the scientific study of compassion and empathy suggests that genes contribute to empathy and compassion, recent empirical advances suggest gene–environment interactions, as well as cultural differences in development, influence the experience, expression, and regulation of empathy and compassion. The goal of thi

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16

Furtak, Rick Anthony. Knowing Emotions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190492045.001.0001.

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Emotions are not merely physiological disturbances: they are experiences through which we apprehend truths about ourselves and the world. Emotions embody an understanding that is accessible to us only by means of affective experience. Only through emotions can we perceive meaning in life, and only by feeling emotions are we capable of recognizing the value or significance of anything whatsoever. Our affective responses and dispositions therefore play a critical role in our apprehension of meaningful truth—furthermore, their felt quality is intimately related to the awareness that they provide.

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17

Efklides, Anastasia. Metamemory and Affect. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.1.

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Research in the last decade has produced growing evidence on relations of metamemory with affect, particularly in a self-regulation framework. The chapter presents an overview of empirical evidence suggesting that (a) affect (e.g., mood, stimulus emotionality) can have an impact on metamemory, and particularly on metacognitive experiences such as feeling of difficulty, mental effort, or confidence; (b) metacognitive experiences can have an impact on affect (e.g., feeling of not knowing can trigger curiosity); and (c) cognitive events or states (e.g., interruption) can trigger both affective an

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18

Abrahams, Frank, and Daniel Abrahams. Choral Pedagogy and the Construction of Meaning. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.11.

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In this chapter, the authors focus on pedagogies, such as the theories of Lev Vygotsky and the active learning concepts of John Dewey, that contribute to the making of meaning, and the acquisition of meaningfulness by proposing a sociotransformative approach to choral pedagogy in the teaching of the expert chorister. Based on constructivist learning theories, and applying reciprocal teaching, this perspective centers on the conductor’s influence as they design opportunities for dialogic conversation, authentic activity, metacognition, and reflexivity. When skillfully integrated into the fabric

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19

Major, Brenda, John F. Dovidio, Bruce G. Link, and Sarah K. Calabrese. Stigma and Its Implications for Health: Introduction and Overview. Edited by Brenda Major, John F. Dovidio, and Bruce G. Link. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190243470.013.1.

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There is growing recognition that stigma plays an important role in producing health disparities between members of socially advantaged and disadvantaged (marginalized) groups. This chapter defines stigma, describes differences among stigmatized marks, and discusses the functions that stigma may serve for individuals, groups, and societies. It also provides a conceptual model of the pathways by which stigma relates to health. This model posits that socially conferred marks that are devalued in society are the basis for four key stigma processes: enacted stigma, felt stigma, internalized stigma

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20

Davis, Mark H. Empathy, Compassion, and Social Relationships. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.23.

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Empathy is widely recognized to have multiple facets, both affective and cognitive. This chapter reviews evidence regarding the effect on social relationships of two of these facets: compassion and perspective-taking. The focus is on three domains: smooth social functioning/relationship quality, social support, and responses to partner transgression. Evidence indicates that perspective-taking is consistently related to measures of relationship quality, including global relationship satisfaction and interpersonal hostility. In contrast, compassion displays weaker and less consistent association

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21

Wright, Samuel. A Time of Novelty. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568163.001.0001.

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This book argues that a philosophical community emerged in sixteenth- and seventeenth-century India that crafted an intellectual life on the basis of intellectual and emotional responses to novelty in Sanskrit logic (nyāya-śāstra). As the book demonstrates, novelty was a primary concept used by Sanskrit logicians during this period to mark the boundaries of a philosophical community in both intellectual and emotional terms. This concept was expressed in their texts through the use of terms such as “old” and “new” when discussing certain philosophical opinions, signaling that periodization was

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22

Misra, Girishwar, ed. Psychology: Volume 1. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199498840.001.0001.

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This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume One of this survey, Cognitive and Affective Processes, discusses the developments in the study of cognitive and affective processes within the Indian context. It offers an up-to-date assessment of theoretical developments and empirical studies in the rapidly evolving fields of cognitive science, applied cognition, and positive psychology. It also analyses how pedagogy responds to a shift in the practices of knowing and lea

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23

Major, Brenda, John F. Dovidio, and Bruce G. Link, eds. The Oxford Handbook of Stigma, Discrimination, and Health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190243470.001.0001.

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Throughout the world, groups that are socially disadvantaged have poorer health compared to groups that are more advantaged. This book examines the role that stigma and discrimination play in creating and sustaining these group health disparities. Stigma is a social construction in which people who are distinguished by a “mark” are viewed as deviant, socially excluded, and devalued. Stigma and the discrimination it engenders negatively affect health through multiple mechanisms operating at several different levels of influence. Collectively, these shape both the orientations of people toward m

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24

Delafield-Butt, Jonathan. The emotional and embodied nature of human understanding: Sharing narratives of meaning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0004.

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This chapter explores the emotional and embodied nature of children’s learning to discover biological principles of social awareness, affective contact, and shared sense-making before school. From mid-gestation, the fetus learns to anticipate the sensory effects of simple, self-generated actions. Actions generate a small ‘story’ that progresses through time, giving meaningful satisfaction on their successful completion. Self-made stories become organized after birth into complex projects requiring greater appreciation of their consequences, which are communicated. They are mediated first by br

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25

Balderrama-Durbin, Christina M., Caitlin L. Fissette, and Douglas K. Snyder. Best Practices in Assessment for Couple Therapy. Edited by Erika Lawrence and Kieran T. Sullivan. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199783267.013.15.

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Couple distress is not only highly prevalent but also detrimental to individual emotional, behavioral, and physical well-being. Moreover, relationship problems can impede treatment response for a wide range of psychological disorders. Understanding couple distress requires that assessment extend beyond individual factors to include the broader relational and socioecological context. This chapter describes the multifaceted etiological considerations in couple assessment and provides brief screening measures and methods for the diagnosis of couple distress. Assessment techniques capable of evalu

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26

Miu, Andrei C., Judith R. Homberg, and Klaus-Peter Lesch, eds. Genes, brain, and emotions. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198793014.001.0001.

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With the advent of methods from behavioral genetics, molecular biology, and cognitive neuroscience, affective science has recently started to approach genetic influences on emotion, and the underlying intermediate neural mechanisms through which genes and experience shape emotion. The aim of this volume is to offer a comprehensive account of current research in the genetics of emotion, written by leading researchers, with extensive sections focused on methods, intermediate phenotypes, and clinical and translational work. Major methodological approaches are reviewed in the first section, includ

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27

McAdams, Stephen. Perception and Cognition of Music. Oxford University PressOxford, 2024. https://doi.org/10.1093/oso/9780198939177.001.0001.

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Abstract Perception and Cognition of Music: The Sorbonne Lectures presents revised and updated materials delivered in four distinguished lectures at the Université Paris-Sorbonne in 2009 and the Université de Montréal in 2010, originally published in French. It aims to bridge the fields of music psychology, music theory, and music analysis by considering several aspects of music listening through the lens of cognitive psychology. Auditory grouping processes play a role in organizing the continuous incoming sensory information into events, streams of events, and segments of streams that form mu

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28

Rukgaber, Matthew. Human as the Other. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350438590.

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Philosophical anthropology investigates what makes us human, but it has produced accounts that exclude some members of our species.It relies often on non-naturalistic “philosophies of consciousness” that locate humanity in the cognitive capacity to objectively represent things, to reason teleologically and use tools, to use symbols and language, or to be self-conscious and question existence. This work pursues an alternative, thoroughly naturalistic philosophical anthropology by combining Arnold Gehlen’s theory of our behaviorally-detached and institutionally-structured impulses with Maurice M

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29

Roscher, Mieke, Nils Steffensen, Roman Bartosch, et al. Multispecies Futures: New Approaches to Teaching Human-Animal Studies. Edited by Andreas Hübner, Micha Gerrit Philipp Edlich, and Maria Moss. Neofelis Verlag, 2022. http://dx.doi.org/10.52007/9783958084025.

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Beyond Anthropocentric Perspectives on Education In light of the dramatic growth and rapid institutionalization of human-animal studies in recent years, it is somewhat surprising that only a small number of publications have proposed practical and theoretical approaches to teaching in this inter- and transdisciplinary field. Featuring eleven original pedagogical interventions from the social sciences and the humanities as well as an epilogue from ecofeminist critic Greta Gaard, the present volume addresses this gap and responds to the demand by both educators and students for pedagogies approp

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