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In search of an emotional system in the brain: Leaping from fear to emotion and consciousness

In Michael S. Gazzaniga (ed.), The Cognitive Neurosciences. MIT Press (1995)

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  1. Infants and Emotions: How the Ancients' Theories Inform Modern Issues.Matthew P. Spackman - 1999 - Cognition and Emotion 13 (6):795-811.
    Although cognitively oriented theories of emotion are now dominant in the psychological study of emotion, there remain issues upon which these theories do not agree. Central among these are questions regarding the minimal cognitive processes necessary to have an emotion. A potentially productive approach to such questions is the study of the relation of cognitive development and the development of emotions in infants. Such an approach was featured in ancient philosophical and psychological treatises, some of which formed the very foundations (...)
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  • Emotions and Psychopathology.Ann M. Kring - 1999 - Cognition and Emotion 13 (575):599.
    Emotional disturbances are central to diverse psychopathologies. In this article, we argue that the functions of emotion are comparable for persons with and without psychopathology. However, impairment in one or more components of emotional processing disrupts the achievement of adaptive emotion functions. Adopting a theoretical conceptualisation of emotional processes that stresses activity in centrally mediated approach and withdrawal systems, we discuss the role of emotion in several forms of psychopathology, including major depression, some of the anxiety disorders, psychopathy, and schizophrenia. (...)
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  • Attentional capture by emotional faces is contingent on attentional control settings.Daniel Barratt & Claus Bundesen - 2012 - Cognition and Emotion 26 (7):1223-1237.
    Attentional capture by schematic emotional faces was investigated in two experiments using the flanker task devised by Eriksen and Eriksen (1974). In Experiment 1, participants were presented with a central target (a schematic face that was either positive or negative) flanked by two identical distractors, one on either side (schematic faces that were positive, negative, or neutral). The objective was to identify the central target as quickly as possible. The impact of the flankers depended on their emotional expression. Consistent with (...)
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  • Embodying emotions: What emotion theorists can learn from simulations of emotions. [REVIEW]Matthew P. Spackman & David Miller - 2008 - Minds and Machines 18 (3):357-372.
    Cognitively-oriented theories have dominated the recent history of the study of emotion. However, critics of this perspective suggest the role of the body in the experience of emotion is largely ignored by cognitive theorists. As an alternative to the cognitive perspective, critics are increasingly pointing to William James’ theory, which emphasized somatic aspects of emotions. This emerging emphasis on the embodiment of emotions is shared by those in the field of AI attempting to model human emotions. Behavior-based agents in AI (...)
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  • Subconscious detection of threat as reflected by an enhanced response bias.Sabine Windmann & Thomas Krüger - 1998 - Consciousness and Cognition 7 (4):603-633.
    Neurobiological and cognitive models of unconscious information processing suggest that subconscious threat detection can lead to cognitive misinterpretations and false alarms, while conscious processing is assumed to be perceptually and conceptually accurate and unambiguous. Furthermore, clinical theories suggest that pathological anxiety results from a crude preattentive warning system predominating over more sophisticated and controlled modes of processing. We investigated the hypothesis that subconscious detection of threat in a cognitive task is reflected by enhanced ''false signal'' detection rather than by selectively (...)
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  • No support for dual process accounts of human affective learning in simple Pavlovian conditioning.Ottmar V. Lipp & Helena M. Purkis - 2005 - Cognition and Emotion 19 (2):269-282.
    Dual process accounts of affective learning state that the learning of likes and dislikes reflects a learning mechanism that is distinct from the one reflected in expectancy learning, the learning of signal relationships, and has different empirical characteristics. Affective learning, for example, is said not to be affected by: (a) extinction training; (b) occasion setting; (c) cue competition; and (d) awareness of the CS-US contingencies. These predictions were tested in a series of experiments that employed simple Pavlovian conditioning procedures. Neutral (...)
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  • Negative affect promotes encoding of and memory for details at the expense of the gist: Affect, encoding, and false memories.Justin Storbeck - 2013 - Cognition and Emotion 27 (5):800-819.
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  • Georges Rey, Emoções e Funcionalismo: Em Defesa do Cognitivismo.Isabel Góis - 1998 - Disputatio (4):1-13.
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