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  1. A Motivational Account of Convergence in Emotion Expressions Within Groups: The Emotional Conformity Framework.Svenja A. Wolf, Marc W. Heerdink & Gerben A. van Kleef - 2023 - Emotion Review 15 (4):363-379.
    Although convergence in emotion expressions within small groups is well documented, the motives that explain why members converge are rarely explicated. We approach expressive convergence from a conformity perspective and introduce the Emotional Conformity Framework, in which we posit that members match their groupmates’ emotion expressions because they are motivated to gain an accurate understanding of reality (informational conformity motive) or to form and maintain social relationships (normative conformity motive). These motives determine members’ standards for correctness, social responses, and plausible (...)
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  • Putting Social Referencing and Social Appraisal Back Together Again.Eric A. Walle, Peter J. Reschke & Jennifer M. Knothe - 2017 - Emotion Review 9 (3):269-270.
    We are encouraged by the attention paid to fundamental aspects relating to the interpersonal functions of emotion. In continuing this discussion, we consider two arguments used to distinguish social referencing and social appraisal, namely the role of ostension and the absence of prior appraisals of the individual. We contend that neither element is essential to social referencing.
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  • The role of epistemic emotions in learning from others.Asli Erdemli, Catherine Audrin & David Sander - 2021 - Behavioral and Brain Sciences 44:e151.
    Phillips et al. discuss whether knowledge or beliefs are more basic representations of others' minds, focusing on the primary function of knowledge representation: learning from others. We discuss links between emotion and “knowledge versus belief,” and particularly the role of emotions in learning from others in mechanisms such as “social epistemic emotions” and “affective social learning.”.
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  • Author Reply: Clarifying the Importance of Ostensive Communication in Life-Long, Affective Social Learning.Daniel Dukes & Fabrice Clément - 2017 - Emotion Review 9 (3):267-269.
    In our attempt to distinguish two types of social appraisal, we clarify the “knower–learner” relationship in affective social learning, underline the important role that affective observation may have in acculturation processes, and highlight some potential consequences for the recent debate on the benefits of child-directed learning.
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