Relevant bibliographies by topics / Cognitive-motivational-relational theory of emotion

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cognitive-motivational-relational theory of emotion'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Cognitive-motivational-relational theory of emotion"

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Lazarus, Richard S. "Progress on a cognitive-motivational-relational theory of emotion." American Psychologist 46, no. 8 (1991): 819–34. http://dx.doi.org/10.1037/0003-066x.46.8.819.

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Jones, Marc V. "Controlling Emotions in Sport." Sport Psychologist 17, no. 4 (December 2003): 471–86. http://dx.doi.org/10.1123/tsp.17.4.471.

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Emotions play a central role in sport performance. Accordingly, it is important that athletes are able to draw on a range of strategies to enhance emotional control. The present paper outlines a number of strategies based on Lazarus’ cognitive-motivational-relational theory of emotion. Strategies are outlined that aim to change cognitions, resulting in either a more appropriate emotional response or a suppression of the expression of emotion and any maladaptive behavioral consequences. These techniques comprise self-statement modification, imagery, socratic dialogue, corrective experiences, se
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Lazarus, Richard S. "How Emotions Influence Performance in Competitive Sports." Sport Psychologist 14, no. 3 (September 2000): 229–52. http://dx.doi.org/10.1123/tsp.14.3.229.

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In this article, I have attempted to apply my cognitive-motivational-relational theory of emotion, on which I have been working for over 50 years, to an understanding of performance in competitive sports. I begin with four metatheoretical and theoretical positions: (a) stress and emotion should be considered as a single topic; (b) discrete emotion categories offer the richest and most useful information; (c) appraisal, coping, and relational meaning are essential theoretical constructs for stress and emotion; and (d) although process and structure are both essential to understanding, when it c
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Campo, Mickaël, Stephen Mellalieu, Claude Ferrand, Guillaume Martinent, and Elisabeth Rosnet. "Emotions in Team Contact Sports: A Systematic Review." Sport Psychologist 26, no. 1 (March 2012): 62–97. http://dx.doi.org/10.1123/tsp.26.1.62.

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This study systematically reviewed the literature on the emotional processes associated with performance in team contact sports. To consider the entire emotional spectrum, Lazarus’s (1999) cognitive motivational relational theory was used as a guiding framework. An electronic search of the literature identified 48 of 5,079 papers as relevant. Anxiety and anger were found to be the most common emotions studied, potentially due to the combative nature of team contact sports. The influence of group processes on emotional experiences was also prominent. The findings highlight the need to increase
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Rathschlag, Marco, and Daniel Memmert. "The Influence of Self-Generated Emotions on Physical Performance: An Investigation of Happiness, Anger, Anxiety, and Sadness." Journal of Sport and Exercise Psychology 35, no. 2 (April 2013): 197–210. http://dx.doi.org/10.1123/jsep.35.2.197.

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The present study examined the relationship between self-generated emotions and physical performance. All participants took part in five emotion induction conditions (happiness, anger, anxiety, sadness, and an emotion-neutral state) and we investigated their influence on the force of the finger musculature (Experiment 1), the jump height of a counter-movement jump (Experiment 2), and the velocity of a thrown ball (Experiment 3). All experiments showed that participants could produce significantly better physical performances when recalling anger or happiness emotions in contrast to the emotion
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Pensgaard, Anne Marte, and Joan L. Duda. "Sydney 2000: The Interplay between Emotions, Coping, and the Performance of Olympic-Level Athletes." Sport Psychologist 17, no. 3 (September 2003): 253–67. http://dx.doi.org/10.1123/tsp.17.3.253.

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Drawing upon the Cognitive-Motivational-Relational Theory of Emotion (Lazarus, 1991, 1999, 2000) and Hanin’s (1993, 2000) conceptualization of emotions, the purpose of this study was threefold. First, the reported content, frequency, and intensity of emotions experienced by 61 athletes in relation to a stressful event when competing in the 2000 Olympic Games were determined. Second, the relationships between emotional responses and reported coping strategies and perceived coping effectiveness were examined. Finally, the degree to which emotions and perceived coping effectiveness predicted subj
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Nicholls, Adam R., John L. Perry, and Luis Calmeiro. "Precompetitive Achievement Goals, Stress Appraisals, Emotions, and Coping Among Athletes." Journal of Sport and Exercise Psychology 36, no. 5 (October 2014): 433–45. http://dx.doi.org/10.1123/jsep.2013-0266.

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Grounded in Lazarus’s (1991, 1999, 2000) cognitive-motivational-relational theory of emotions, we tested a model of achievement goals, stress appraisals, emotions, and coping. We predicted that precompetitive achievement goals would be associated with appraisals, appraisals with emotions, and emotions with coping in our model. The mediating effects of emotions among the overall sample of 827 athletes and two stratified random subsamples were also explored. The results of this study support our proposed model in the overall sample and the stratified subsamples. Further, emotion mediated the rel
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Miles, Adam James, Rich Neil, and Jamie Barker. "Preparing to Take the Field: A Temporal Exploration of Stress, Emotion, and Coping in Elite Cricket." Sport Psychologist 30, no. 2 (June 2016): 101–12. http://dx.doi.org/10.1123/tsp.2014-0142.

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The purpose of this study was to explore the stress, emotion, and coping (SEC) experiences of elite cricketers leading up to and on the day of their first competitive fixture of the season. Four elite male cricketers (M = 21.25, SD = 1.5) completed Stress and Emotion Diaries (SEDs) for the 7-day period leading up to and on the day of their first competitive fixture of the season. We then interviewed the cricketers to explore the content of the SEDs in more detail. We used semistructured interviews to glean insight into the stressors, cognitions, emotions, coping strategies, and behaviors. Indu
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Downs, Kala, and Steven R. Gold. "The Role of Blame, Distress, and Anger in the Hypermasculine Man." Violence and Victims 12, no. 1 (January 1997): 19–35. http://dx.doi.org/10.1891/0886-6708.12.1.19.

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Research has demonstrated an association between the hypermasculine personality pattern and a history of sexually aggressive behavior. This study was conducted to examine emotions experienced by hypermasculine or macho men when prevented from attaining a goal relevant to their sense of attractiveness and sexuality by a woman. It was hypothesized that macho males would respond to high and moderate threats to their masculine identity with greater blame and anger than nonmacho males. Macho men’s blame was hypothesized to mediate the transformation of negative emotions such as distress into anger.
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Καφέτσιος, Κωνσταντίνος. "Συναίσθημα και διαπροσωπικές σχέσεις: Μια γόνιμη διαλεκτική". Psychology: the Journal of the Hellenic Psychological Society 23, № 1 (15 жовтня 2020): 54. http://dx.doi.org/10.12681/psy_hps.23018.

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Emotion and relationships are involved in an intricate dialectic. Relational contexts can influence the perception, experience and communication of strong emotion, and conversely, emotion and affective processes within close relationships can influence the quality of the relationship between two persons. The present paper discusses central approaches to emotion in interpersonal relationships from a socio-cognitive, relational and behavioral perspective. Through a critical evaluation of those approaches the importance of focusing on emotional and affective processes in interpersonal interaction
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Dissertations / Theses on the topic "Cognitive-motivational-relational theory of emotion"

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Bartrum, Dee A., and n/a. "Job Change and Job Insecurity in the Police Service: Applying the Cognitive-Motivational-Relational Theory of Emotion." Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070219.115614.

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This thesis tested an appraisal, coping and adaptation model of job insecurity and organisational change with a sample of police officers. The model integrated key aspects of Lazarus' (1991a, 1999) cognitive-motivational-relational theory of emotion (personal coping resources, appraisal questions, emotion, coping and adaptation outcomes) with the ten job characteristics (opportunity for control, opportunity for skill use, externally generated goals, variety, environmental clarity, availability of money, physical security, opportunity for interpersonal contact, valued social position and suppor
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Bartrum, Dee A. "Job Change and Job Insecurity in the Police Service: Applying the Cognitive-Motivational-Relational Theory of Emotion." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366781.

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This thesis tested an appraisal, coping and adaptation model of job insecurity and organisational change with a sample of police officers. The model integrated key aspects of Lazarus' (1991a, 1999) cognitive-motivational-relational theory of emotion (personal coping resources, appraisal questions, emotion, coping and adaptation outcomes) with the ten job characteristics (opportunity for control, opportunity for skill use, externally generated goals, variety, environmental clarity, availability of money, physical security, opportunity for interpersonal contact, valued social position and suppor
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Blons, Charles Roderick. "Research on a cognitive-relational theory of emotion ; a replication and extension of Smith, Haynes, Lazarus, and Pope /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819059594201.

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Books on the topic "Cognitive-motivational-relational theory of emotion"

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Hamilton, Nancy A., Ruth Ann Atchley, Lauren Boddy, Erik Benau, and Ronald Freche. Emotion Regulation and Cognitive Control in Pain Processing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0003.

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Chronic pain is a multidimensional phenomenon characterized by deficits at the behavioral, social, and affective levels of functioning. Depression and anxiety disorders are overrepresented among pain patients, suggesting that pain affects processes of emotion regulation. Conceptualizing the experience of chronic pain within a motivational organizing perspective offers a useful framework for understanding the emotional experiences of individuals living with chronic pain and how they balance harm-avoidant goals with generative approach oriented goals. To that end this chapter also integrates the
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Leary, Mark R., Kirk Warren Brown, and Kate J. Diebels. Dispositional Hypo-egoicism. Edited by Kirk Warren Brown and Mark R. Leary. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199328079.013.20.

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This chapter examines the cognitive, motivational, emotional, and interpersonal characteristics that distinguish hypo-egoic from egoic individuals and speculates about the origins of these differences. Cognitively, hypo-egoic people tend to be more focused on stimuli in the present moment, which they process in an experiential fashion with minimal internal commentary. They also tend to be less egocentric and to have a less individuated identity than people who are more egoic. In terms of motivation and emotion, hypo-egoic people appear motivated to balance their own self-interests with the nee
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Kring, Ann M., and Amy H. Sanchez. Reflection. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225100.003.0012.

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Many people with schizophrenia have the symptom of anhedonia, which refers to diminished experience of pleasure. Interestingly, however, one of the most well-replicated affective science findings in schizophrenia is that people with schizophrenia report experiencing similar (or slightly less) amounts of pleasure and positive emotion compared to those without schizophrenia in the presence of emotionally evocative stimuli (e.g., films, food) and in daily life. If people with schizophrenia experience pleasure and positive emotion, how can they have anhedonia? Our research has shown that people wi
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Walker, Stephen G., and Mark Schafer. Operational Code Theory: Beliefs and Foreign Policy Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.411.

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The process of foreign policy decision making is influenced in large part by beliefs, along with the strategic interaction between actors engendered by their decisions and the resulting political outcomes. In this context, beliefs encompass three kinds of effects: the mirroring effects associated with the decision making situation, the steering effects that arise from this situation, and the learning effects of feedback. These effects are modeled using operational code analysis, although “operational code theory” more accurately describes an alliance of attribution and schema theories from psy
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Skovholt, Thomas M., and Len Jennings, eds. Master Therapists. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190496586.001.0001.

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The search for the best outcomes in psychotherapy and counseling has been a long and winding trail. Traditional research methods attempting to quantify expertise have yet to map the complex path and characteristics of expert psychotherapists and counselors. This book blazes a new trail using extensive qualitative research methods to understand psychotherapy experts. Ten peer-nominated, active practitioners representing four different professions were interviewed by three interviewers for a total of over 100 hours. Based on the data from these interviews, we offer a portrait of the master thera
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Hill, Christopher S. Perceptual Experience. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192867766.001.0001.

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Abstract This book offers an account of perceptual experience—its intrinsic nature, its engagement with the world, its relations to mental states of other kinds, and its role in epistemic norms. One of the book’s main claims is that perceptual experience constitutively involves representations of worldly items. A second claim is that the relevant form of representation can be explained in broadly biological terms. After defending these foundational doctrines, the book proceeds to give an account of perceptual appearances and how they are related to the objective world. Appearances turn out to
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Londoño-Pérez, Constanza, Martha Peña-Sarmiento, Santiago Amaya-Nassar, Daniel Felipe Rodríguez-Caballero, Sandra Jimena Perdomo-Escobar, Ana María Pérez-Caro, Jaime Humberto Moreno-Méndez, et al. Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. Edited by Constanza Londoño-Pérez and Martha Peña-Sarmiento. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133808.2021.

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This book presents investigative advances in psychology related to the lines of research of the Department of Psychology of the Catholic University of Colombia, whose central purpose is the generation of new knowledge with social repercussions. In this sense, the studies presented within the framework of the lines of Educational Psychology, Clinical Psychology, Health and Addictions, Psychobiological and Behavioral Processes, Legal Psychology and Criminology, Social, Political and Community Psychology, and Research Methods applied to the behavioral sciences, although oriented from different pe
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Pagnini, Francesco, and Zachary Simmons, eds. Amyotrophic Lateral Sclerosis. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.001.0001.

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Amyotrophic lateral sclerosis: Understanding and optimizing quality of life and psychological well-being presents a comprehensive and up-to-date review of the enhancement of the lives of people with amyotrophic lateral sclerosis (ALS) and their caregivers. ALS is a progressive, fatal neurodegenerative disorder. No current medical therapy can reverse or stop its progression, and the promotion of quality of life and psychological well-being is a central component of ALS care. Health care professionals who work in this field should incorporate attention to psychological, emotional, and relational
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Book chapters on the topic "Cognitive-motivational-relational theory of emotion"

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Özdoğru, Asil Ali. "Revisiting Effective Instructional Strategies for Twenty-First-Century Learners." In Educational Theory in the 21st Century, 175–95. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.

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AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentally and culturally across one’s lifespan. Strategies to foster effective learning and teaching should pursue developing a process that is more active, authentic, collaborative, creative, interactive, personalized, relational, and self-regulative. Effective instruction is centered on the learner and knowledge, promotes conceptual understanding and metacognition, and utilizes assessment and technology in alignment with the instructional objectives. Productive instructional strategies used in a caring and supportive environment embedded in service and support systems foster learners’ cognitive, social, and emotional development.
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Kalenscher, Tobias, Lisa-Maria Schönfeld, Sebastian Löbner, Markus Wöhr, Mireille van Berkel, Maurice-Philipp Zech, and Marijn van Wingerden. "Rat Ultrasonic Vocalizations as Social Reinforcers—Implications for a Multilevel Model of the Cognitive Representation of Action and Rats’ Social World." In Language, Cognition, and Mind, 411–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50200-3_19.

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AbstractRats are social animals. For example, rats exhibit mutual-reward preferences, preferring choice alternatives that yield a reward to themselves as well as to a conspecific, over alternatives that yield a reward only to themselves. We have recently hypothesized that such mutual-reward preferences might be the result of reinforcing properties of ultrasonic vocalizations (USVs) emitted by the conspecifics. USVs in rats serve as situation-dependent socio-affective signals with important communicative functions. To test this possibility, here, we trained rats to enter one of two compartments in a T-maze setting. Entering either compartment yielded identical food rewards as well as playback of pre-recorded USVs either in the 50-kHz range, which we expected to be appetitive or therefore a potential positive reinforcer, or in the 22-kHz range predicted to be aversive and therefore a potential negative reinforcer. In three separate experimental conditions, rats chose between compartments yielding either 50-kHz USVs versus a non-ultrasonic control stimulus (condition 1), 22-kHz USVs versus a non-ultrasonic control stimulus (condition 2), or 50-kHz versus 22-kHz USVs (condition 3). Results show that rats exhibit a transient preference for the 50-kHz USV playback over non-ultrasonic control stimuli, as well as an initial avoidance of 22-kHz USV relative to non-ultrasonic control stimuli on trend-level. As rats progressed within session through trials, and across sessions, these preferences diminished, in line with previous findings. These results support our hypothesis that USVs have transiently motivating reinforcing properties, putatively acquired through association processes, but also highlight that these motivating properties are context-dependent and modulatory, and might not act as primary reinforcers when presented in isolation. We conclude this article with a second part on a multilevel cognitive theory of rats’ action and action learning. The “cascade” approach assumes that rats’ cognitive representations of action may be multilevel. A basic physical level of action may be invested with higher levels of action that integrate emotional, motivational, and social significance. Learning in an experiment consists in the cognitive formation of multilevel action representations. Social action and interaction in particular are proposed to be cognitively modeled as multilevel. Our results have implications for understanding the structure of social cognition, and social learning, in animals and humans.
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Muñoz, Karla, Paul Mc Kevitt, Tom Lunney, Julieta Noguez, and Luis Neri. "Affective Educational Games and the Evolving Teaching Experience." In Computer Games as Educational and Management Tools, 206–28. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-569-8.ch013.

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Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.
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Barber, Sarah J., and Hyunji Kim. "The Positivity Effect." In Multiple Pathways of Cognitive Aging, 84–104. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197528976.003.0005.

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As people get older they show an increased preference toward positive and/or away from negative information. This is known as the positivity effect and it is typically explained through the lens of socioemotional selectivity theory. According to this theory, as people get older they see time as more limited, and this causes them to prioritize emotion-related goals. Age-related changes in time horizons may also contribute to positivity effects. However, because positivity effects are thought to involve motivated goal pursuit, they are often theorized to require cognitive control resources. This review evaluates evidence that positivity effects are related to time horizons and to motivational priorities and are linked to individual differences in cognitive capabilities. It concludes that research has yielded mixed results about the links between positivity effects, time horizons, and cognitive capabilities, and that researchers should consider whether there are multiple pathways that lead to positivity effects.
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Grossberg, Stephen. "From Knowing to Feeling." In Conscious Mind, Resonant Brain, 480–516. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190070557.003.0013.

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Visual and auditory processes represent sensory information, but do not evaluate its importance for survival or success. Interactions between perceptual/cognitive and evaluative reinforcement/emotional/motivational mechanisms accomplish this. Cognitive-emotional resonances support conscious feelings, knowing their source, and controlling motivation and responses to acquire valued goals. Also explained is how emotions may affect behavior without being conscious, and how learning adaptively times actions to achieve desired goals. Breakdowns in cognitive-emotional resonances can cause symptoms of mental disorders such as depression, autism, schizophrenia, and ADHD, including explanations of how affective meanings fail to organize behavior when this happens. Historic trends in the understanding of cognition and emotion are summarized, including work of Chomsky and Skinner. Brain circuits of conditioned reinforcer learning and incentive motivational learning are modeled, including the inverted-U in conditioning as a function of interstimulus interval, secondary conditioning, and attentional blocking and unblocking. How humans and animals act as minimal adaptive predictors is explained using the CogEM model’s interactions between sensory cortices, amygdala, and orbitofrontal cortex. Cognitive-emotional properties solve phylogenetically ancient Synchronization and Persistence Problems using circuits that are conserved between mollusks and humans. Avalanche command circuits for learning arbitrary sequences of sensory-motor acts, dating back to crustacea, increase their sensitivity to environmental feedback as they morph over phylogeny into mammalian cognitive and emotional circuits. Antagonistic rebounds drive affective extinction. READ circuits model how life-long learning occurs without associative saturation or passive forgetting. Affective memories of opponent emotions like fear vs. relief can then persist until they are disconfirmed by environmental feedback.
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Wolfe, Hannah, and Derek Isaacowitz. "Motivational Processes in Emotional Aging." In Multiple Pathways of Cognitive Aging, 66–83. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197528976.003.0004.

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This chapter considers the role of motivation in emotion-cognition links and how goals may relate to age differences (and similarities) in emotion regulation. Socioemotional selectivity theory (SST) posits that, as their future time perspective shrinks, older adults become more motivated to prioritize their emotional well-being and exhibit “positivity effects” in attention and memory. After reviewing basic evidence on age-related positivity effects, the chapter turns to studies that have attempted to highlight the role of goals specifically in contributing to age-related positivity effects. While some studies suggest that goals are important in producing age differences in emotion-cognition links, others have not found support for clear links to goals. The chapter considers these mixed findings in the context of recent work suggesting fewer age differences in emotion regulation than might be expected, as well as presents goals other than emotion regulation that may drive age differences in cognition.
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Smith, Mark Ashton. "Functions of Unconscious and Conscious Emotion in the Regulation of Implicit and Explicit Motivated Behavior." In Affective Computing and Interaction, 25–55. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-892-6.ch002.

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In this chapter the objective is to taxonomize unconscious and conscious affective and emotional processes and provide an account of their functional role in cognition and behavior in the context of a review of the relevant literature. The position adopted is that human affect and emotion evolved to function in motivational-cognitive systems and that emotion, motivation and cognition should be understood within a single explanatory framework. A ‘dual process’ account that integrates emotion, motivation and cognition, is put forward in which emotion plays different functional roles in implicit motivations and explicit motivations.
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Schunk, Dale H. "Cognitions and Emotions Energize and Sustain Motivation." In Motivation Science, 221—C6.1B6. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0037.

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Abstract Motivational processes (e.g., cognitions, emotions) energize, direct, and sustain behavior. Some important cognitive processes are self-efficacy, values, interests, goals and evaluations of goal progress, and social comparisons with others. Emotions also enter in, both positive and negative. When motivated to pursue a goal people may feel anticipatory excitement or joy, and they may experience satisfaction when they attain a goal. Conversely, people may experience fear or boredom. But not all cognitions or emotions are motivational. To be motivational, cognitions and emotions must energize and direct actions. Thoughts and feelings of happiness that do not lead to actions would not be motivational.
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Gros, C. "Emotions, Diffusive Emotional Control and the Motivational Problem for Autonomous Cognitive Systems." In Handbook of Research on Synthetic Emotions and Sociable Robotics, 119–32. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-354-8.ch007.

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All self-active living beings need to solve the motivational problem—the question of what to do at any moment of their life. For humans and non-human animals at least two distinct layers of motivational drives are known, the primary needs for survival and the emotional drives leading to a wide range of sophisticated strategies, such as explorative learning and socializing. Part of the emotional layer of drives has universal facets, being beneficial in an extended range of environmental settings. Emotions are triggered in the brain by the release of neuromodulators, which are, at the same time, are the agents for meta-learning. This intrinsic relation between emotions, meta-learning and universal action strategies suggests a central importance for emotional control for the design of artificial intelligences and synthetic cognitive systems. An implementation of this concept is proposed in terms of a dense and homogeneous associative network (dHan).
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Gros, C. "Emotions, Diffusive Emotional Control and the Motivational Problem for Autonomous Cognitive Systems." In Machine Learning, 1784–97. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-818-7.ch706.

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All self-active living beings need to solve the motivational problem—the question of what to do at any moment of their life. For humans and non-human animals at least two distinct layers of motivational drives are known, the primary needs for survival and the emotional drives leading to a wide range of sophisticated strategies, such as explorative learning and socializing. Part of the emotional layer of drives has universal facets, being beneficial in an extended range of environmental settings. Emotions are triggered in the brain by the release of neuromodulators, which are, at the same time, are the agents for meta-learning. This intrinsic relation between emotions, meta-learning and universal action strategies suggests a central importance for emotional control for the design of artificial intelligences and synthetic cognitive systems. An implementation of this concept is proposed in terms of a dense and homogeneous associative network (dHan).
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Conference papers on the topic "Cognitive-motivational-relational theory of emotion"

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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuance
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Klimenko, I. V. "FEATURES OF THE DEVELOPMENT OF ECOLOGICAL CONSCIOUSNESS OF STUDENTS DURING THEIR STUDIES AT THE UNIVERSITY." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-126-129.

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The article discusses the importance of the development of students’ ecological consciousness during the period of vocational training. Ecological consciousness is considered as an integrative formation of a personality, the structural components of which are motivational-value, cognitive, reflective, emotional and activity-practical. It is concluded that the motivational-value component of ecological consciousness is central and backbone. It is noted that the development of the ecological consciousness of students in the educational system of the university should be provided with a holistic
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Mojsa-Kaja ab, Justyna, Magda Gawlowska b, Ewa Beldzik ab, Aleksandra Domagalik ab, and Tadeusz Marek ab. "The Error-Related Negativity as a Neural Indicator of Error Processing and its Modulation by Individual Differences." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100385.

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The error-related negativity (ERN) is a negative deflection in the event-related potential that is maximal approximately 50 ms after the commission of an error. The ERN is generated in the anterior cingulate cortex (ACC), a region implicated in both cognitive and emotional processing. Despite a growing body of research concerning the ERN, discussion regarding its functional significance remains open. The conflict and reinforcement-learning theories point at specific, ACC-related processes, involved in generation of the ERN and describe the process of error monitoring itself in human brain. Abo
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Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "Relationship Between In-Service Mathematics Teachers’ Motivational and Emotional Orientations and Knowledge in Statistics." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.gmgli.

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Teachers’ professional competence is understood to include both cognitive and affective aspects. In the field of statistics, however, studies that address the relationship between in-service teachers’ orientations (affective aspect) and their knowledge (cognitive aspect) are scarce, and studies with prospective teachers yielded contradictory results in this regard. Accordingly, we surveyed 88 in-service mathematics teachers about their motivational and emotional orientations regarding teaching statistics, tested their basic statistical knowledge, and used linear mixed-effects models to analyze
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5

Özmen, Alparslan. "An Emotional Approach to City Branding: Experiential Marketing." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01753.

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Nowadays, transportation, communication, technology and scientific developments are rapidly changing all areas. Consumers have been changed by the intensification of rivalry. Businesses have to produce proper products and services by giving more attention to changing consumer demands and needs against this rivalry. So, the experience economy is seen to take the place of the service economy. In this context, marketing strategies rather than selling products and services varies as to ensure consumer experience. Thus, the experience economy is starting with proposing products and services as a th
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Tikhonova, I. V., T. N. Adeeva, and U. Yu Sevastyanova. "Personality adaptation and internal picture of the defect in adolescents with different variants of dysontogenesis." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.951.964.

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Disabilities are traditionally seen as development conditions involving personality desocialization risks. Features of the disorder are reflected in the consciousness of the individual. A person’s subjective perception of their disorder is important for social and psychological adaptation. Adaptive features and adolescent content of the inward disorder pattern (IDP) are presented in the article. The sample consisted of 109 participants — adolescents with visual impairments, with hearing impairments, with severe speech impairments, with delayed mental development. The optimal level of adaptatio
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Zakharova, Nadira. "A Study on Young People's Environmental Awareness." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-34.

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The study of ecological consciousness as a system of interrelated structural components of mentality, expressed in the awareness of the individual’s attitude towards the surrounding reality, is currently relevant due to the contradiction between the need to develop the ecological culture of the subject of activity and the insufficient level of socio-ecological activity. The study is aimed at defining the specific traits of ecological consciousness among today’s students. The main research method is a survey, the data of which has been processed by the means of mathematical statistics. The meth
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Mortensen Steagall, Marcos, and Sergio Nesteriuk Gallo. "LINK 2022 4th Conference in Creative Practice, Research and Global South." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.191.

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It is increasingly overwhelming that our societies are living in disintegrating environments and need for more sustainable design approaches and wiser ways of living and being. Anthropogenic design impact in corporate spheres is causing socio-ecological destruction that threatens the underpinnings of civilisation and bio-diverse nature. Hence, economies and life worlds are facing the limitations of narratives of progress and creeds of growth with their designs and actions that are inapposite to the flourishing of life on our planet. In this context that the LINK Conference has emerged. LINK is
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Desatnik-Miechimsky, Ofelia. "TRAINING SYSTEMIC FAMILY THERAPISTS RELATED TO PSYCHOSOCIAL INTERVENTION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end021.

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"The purpose of this paper is to focus the need of a reflexive stand about systemic training in family therapy in a higher education program. This training is associated to diverse social interrelationships that combines theoretical and clinical objectives, as well as research activities and community issues. We have been working in training programs at the National Autonomous University of Mexico, Iztacala Faculty, since 2001. The epistemological basis of this training are the systemic and cybernetic perspectives, and constructionist view about social construction of meanings in therapy and i
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