Embodiment in Emotion Processing

目前的研究计划检查个人处理情绪信息的方式。 该指导框架认为，情绪处理涉及“体现”，或激活情绪相关的感觉运动和躯体状态的个人。 在该框架中，实施不仅发生在情感引发对象物理地呈现给感知者时，而且发生在情感对象被内部符号（思想）或外部符号（例如，话）。 为了理解感觉运动和躯体状态在情绪处理中的作用，计划的实验将研究社会心理学中的经典现象。这些现象包括对情绪面部表情的感知和记忆，情绪概念的使用，以及情绪状态对判断的影响。 实验将测量体现的行为和生理指标，以评估感觉运动状态和情绪处理之间的相互影响。 预期的研究结果应该提供一个连贯的帐户在感知和操纵情绪信息的体现的基础。推而广之，这项研究可以把我们对所有社会概念的理解放在一个新的理论基础上。 这项研究也可能产生更广泛的科学影响。例如，体验框架提出了一种新的方式来定义情绪功能障碍，并指出更有效的治疗方法，目标是情感过程的感觉运动和躯体成分。 它还提出了一种科学有效的方法来概念化情绪化信念和记忆的获得和改变，包括功能失调的社会态度，如偏见。 最后，该项目有可能通过强调图像，手势和行动的关键作用来修改我们对学习的理解。 一旦以这种方式重新概念化，就可以开发出新的教学方法，明确涉及情感和非情感知识和技能的建立中的感觉运动经验。

The present program of research examines the means by which individuals process emotional information. The guiding framework holds that emotion processing involves "embodiment", or the activation of emotion-relevant sensory-motor and somatic states in the individual. In that framework, embodiment occurs not only when an emotion-eliciting object is physically present to the perceiver, but also when the emotion object is referred to by internal symbols (thoughts) or external symbols (e.g., words). To understand the role of sensory-motor and somatic states in emotion processing, planned experiments will investigate classic phenomena in social psychology. These phenomena include the perception of and memory for facial expressions of emotion, the use of emotion concepts, and the influence of emotional states on judgment. The experiments will measure both behavioral and physiological indicators of embodiment to assess the mutual influence between the sensory-motor states and emotion processing. The expected findings should provide the basis of a coherent account of embodiment in the perception and manipulation of emotional information. By extension, this research can put our understanding of the processing of all social concepts on a novel theoretical footing. The research is also likely to have broader scientific impact. For instance, the embodiment framework suggests a new way to define emotional dysfunctions, and points to more effective treatments that target the sensory-motor and somatic components of the emotion process. It also suggests a scientifically productive way to conceptualize the acquisition and change of emotionally-charged beliefs and memories, including dysfunctional social attitudes, such as prejudice. Finally, the project has the potential to revise our understanding of learning in general by highlighting the critical role of imagery, gesture, and action. Once re-conceptualized in this way, new methods of teaching can be developed that explicitly involve sensory-motor experience in the building of both emotional and non-emotional knowledge and skills.