Learning situated emotions.
Learning situated emotions.
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DOI：
10.1016/j.neuropsychologia.2018.01.008
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发表时间：
2020-08
期刊：
影响因子：
2.6
通讯作者：
Barsalou LW
中科院分区：
文献类型：
--
作者：
Lebois LAM;Wilson-Mendenhall CD;Simmons WK;Barrett LF;Barsalou LW
从建构主义理论的角度来看，情绪是特定情境下相关知觉、认知、内感受和运动过程学习组合的结果。随着时间的推移，在情感体验中，习得的过程集合会在记忆中积累，这些记忆后来成为类似情况下情感体验的基础。一项神经成像实验引导参与者体验（从而学习）情绪的情境形式，然后评估参与者是否倾向于稍后体验情绪的情境形式。在最初的学习阶段，一些参与者沉浸在生动想象的恐惧和愤怒的经验，涉及身体伤害，而其他参与者沉浸在生动想象的恐惧和愤怒的经验，涉及负面的社会评价。在随后的测试阶段，两个学习组都经历了恐惧和愤怒，同时他们的神经活动通过功能性磁共振成像（fMRI）进行了评估。各种各样的结果表明，物理和社会学习组附带学习不同的情境形式的一个给定的情绪。与建构主义理论相一致，这些发现表明，学习在情绪中起着核心作用，情绪适应于它所经历的情况。
From the perspective of constructivist theories, emotion results from learning assemblies of relevant perceptual, cognitive, interoceptive, and motor processes in specific situations. Across emotional experiences over time, learned assemblies of processes accumulate in memory that later underlie emotional experiences in similar situations. A neuroimaging experiment guided participants to experience (and thus learn) situated forms of emotion, and then assessed whether participants tended to experience situated forms of the emotion later. During the initial learning phase, some participants immersed themselves in vividly imagined fear and anger experiences involving physical harm, whereas other participants immersed themselves in vividly imagined fear and anger experiences involving negative social evaluation. In the subsequent testing phase, both learning groups experienced fear and anger while their neural activity was assessed with functional magnetic resonance imaging (fMRI). A variety of results indicated that the physical and social learning groups incidentally learned different situated forms of a given emotion. Consistent with constructivist theories, these findings suggest that learning plays a central role in emotion, with emotion adapted to the situations in which it is experienced.
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影响因子：
5.7
作者：
Barrett LF;Satpute AB
通讯作者：
Satpute AB
DOI：
10.1016/s0065-2601(08)00404-8
发表时间：
2009-01-01
期刊：
ADVANCES IN EXPERIMENTAL SOCIAL PSYCHOLOGY, VOL 41
影响因子：
--
作者：
Barrett, Lisa Feldman;Bliss-Moreau, Eliza
通讯作者：
Bliss-Moreau, Eliza
DOI：
10.1016/s0079-7421(03)01011-9
发表时间：
2003-01-01
期刊：
PSYCHOLOGY OF LEARNING AND MOTIVATION: ADVANCES IN RESEARCH AND THEORY, VOL 43
影响因子：
--
作者：
Barsalou, LW;Niedenthal, PM;Ruppert, JA
通讯作者：
Ruppert, JA
影响因子：
2.6
作者：
Barrett LF
通讯作者：
Barrett LF
DOI：
10.1098/rstb.2003.1319
发表时间：
2003-07-29
影响因子：
6.3
作者：
Barsalou, LW
通讯作者：
Barsalou, LW