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  1. What is shared, what is different? Core relational themes and expressive displays of eight positive emotions.Belinda Campos, Michelle N. Shiota, Dacher Keltner, Gian C. Gonzaga & Jennifer L. Goetz - 2013 - Cognition and Emotion 27 (1):37-52.
    Understanding positive emotions' shared and differentiating features can yield valuable insight into the structure of positive emotion space and identify emotion states, or aspects of emotion states, that are most relevant for particular psychological processes and outcomes. We report two studies that examined core relational themes (Study 1) and expressive displays (Study 2) for eight positive emotion constructs—amusement, awe, contentment, gratitude, interest, joy, love, and pride. Across studies, all eight emotions shared one quality: high positive valence. Distinctive core relational theme (...)
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  • Relation Between Awe and Environmentalism: The Role of Social Dominance Orientation.Huanhuan Zhao, Heyun Zhang, Yan Xu, Jiamei Lu & Wen He - 2018 - Frontiers in Psychology 9.
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  • Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions.Elisabeth Vogl, Reinhard Pekrun, Kou Murayama, Kristina Loderer & Sandra Schubert - 2019 - Frontiers in Psychology 10.
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  • Science Is Awe-Some: The Emotional Antecedents of Science Learning.Piercarlo Valdesolo, Andrew Shtulman & Andrew S. Baron - 2017 - Emotion Review 9 (3):215-221.
    Scientists from Einstein to Sagan have linked emotions like awe with the motivation for scientific inquiry, but no research has tested this possibility. Theoretical and empirical work from affective science, however, suggests that awe might be unique in motivating explanation and exploration of the physical world. We synthesize theories of awe with theories of the cognitive mechanisms related to learning, and offer a generative theoretical framework that can be used to test the effect of this emotion on early science learning.
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  • The nature of awe: Elicitors, appraisals, and effects on self-concept.Michelle N. Shiota, Dacher Keltner & Amanda Mossman - 2007 - Cognition and Emotion 21 (5):944-963.
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  • Five levels of self-awareness as they unfold early in life.Philippe Rochat - 2003 - Consciousness and Cognition 12 (4):717-731.
    When do children become aware of themselves as differentiated and unique entity in the world? When and how do they become self-aware? Based on some recent empirical evidence, 5 levels of self-awareness are presented and discussed as they chronologically unfold from the moment of birth to approximately 4-5 years of age. A natural history of children's developing self-awareness is proposed as well as a model of adult self-awareness that is informed by the dynamic of early development. Adult self-awareness is viewed (...)
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  • Approaching awe, a moral, spiritual, and aesthetic emotion.Dacher Keltner & Jonathan Haidt - 2003 - Cognition and Emotion 17 (2):297-314.
    In this paper we present a prototype approach to awe. We suggest that two appraisals are central and are present in all clear cases of awe: perceived vastness, and a need for accommodation, defined as an inability to assimilate an experience into current mental structures. Five additional appraisals account for variation in the hedonic tone of awe experiences: threat, beauty, exceptional ability, virtue, and the supernatural. We derive this perspective from a review of what has been written about awe in (...)
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  • Putting the self into self-conscious emotions: A theoretical model.Jessica L. Tracy & Richard W. Robins - 2004 - Psychological Inquiry 15 (2):103-125.
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