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  1. ``The Psychology of Curiosity: A Review and Reinterpretation".George Lowenstein - 1994 - In George Loewenstein (ed.), Exotic Preferences: Behavioral Economics and Human Motivation. New York: Oxford University Press. pp. 121-181.
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  • Genetic epistemology.Jean Piaget - 1970 - New York,: Columbia University Press.
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  • The origin of concepts.Susan Carey - 2009 - New York: Oxford University Press.
    Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition (...)
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  • The Emotions.Nico Frijda - 1986 - Cambridge University Press.
    What are 'emotions'? This book offers a balanced survey of facts and theory.
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  • The Nonverbal Communication of Positive Emotions: An Emotion Family Approach.Disa A. Sauter - 2017 - Emotion Review 9 (3):222-234.
    This review provides an overview of the research on nonverbal expressions of positive emotions, organised into emotion families, that is, clusters sharing common characteristics. Epistemological positive emotions are found to have distinct, recognisable displays via vocal or facial cues, while the agency-approach positive emotions appear to be associated with recognisable visual, but not auditory, cues. Evidence is less strong for the prosocial emotions in any modality other than touch, and there is little support for distinct recognisable signals of the savouring (...)
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  • Going beyond the evidence: Abstract laws and preschoolers’ responses to anomalous data.Laura E. Schulz, Noah D. Goodman, Joshua B. Tenenbaum & Adrianna C. Jenkins - 2008 - Cognition 109 (2):211-223.
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  • The role of surprise in the attribution process.Joachim Stiensmeier-Pelster, Alice Martini & Rainer Reisenzein - 1995 - Cognition and Emotion 9 (1):5-31.
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  • An argument for basic emotions.Paul Ekman - 1992 - Cognition and Emotion 6 (3):169-200.
    Emotions are viewed as having evolved through their adaptive value in dealing with fundamental life-tasks. Each emotion has unique features: signal, physiology, and antecedent events. Each emotion also has characteristics in common with other emotions: rapid onset, short duration, unbidden occurrence, automatic appraisal, and coherence among responses. These shared and unique characteristics are the product of our evolution, and distinguish emotions from other affective phenomena.
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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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  • 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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  • Conceptual change in science and in science education.Nancy J. Nersessian - 1989 - Synthese 80 (1):163 - 183.
    There is substantial evidence that traditional instructional methods have not been successful in helping students to restructure their commonsense conceptions and learn the conceptual structures of scientific theories. This paper argues that the nature of the changes and the kinds of reasoning required in a major conceptual restructuring of a representation of a domain are fundamentally the same in the discovery and in the learning processes. Understanding conceptual change as it occurs in science and in learning science will require the (...)
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  • The Golden Bough. [REVIEW]J. G. Frazer - 1901 - Ancient Philosophy (Misc) 11:457.
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  • How Lay Cognition Constrains Scientific Cognition.Andrew Shtulman - 2015 - Philosophy Compass 10 (11):785-798.
    Scientific cognition is a hard-won achievement, both from a historical point of view and a developmental point of view. Here, I review seven facets of lay cognition that run counter to, and often impede, scientific cognition: incompatible folk theories, missing ontologies, tolerance for shallow explanations, tolerance for contradictory explanations, privileging explanation over empirical data, privileging testimony over empirical data, and misconceiving the nature of science itself. Most of these facets have been investigated independent of the others, and I propose directions (...)
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  • Surprise.R. Reisenzein, W. U. Meyer & M. Niepel - 2009 - In David Sander & Klaus Scherer (eds.), Oxford Companion to Emotion and the Affective Sciences. Oxford University Press. pp. 386--387.
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  • Science and God: An automatic opposition between ultimate explanations.Jesse Preston & Nicholas Epley - 2009 - Journal of Experimental Social Psychology 45 (1):238-241.
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  • Steps, stages, and structure: Finding compensatory order in scientific theories.Bastiaan T. Rutjens, Frenk van Harreveld, Joop van der Pligt, Loes M. Kreemers & Marret K. Noordewier - 2013 - Journal of Experimental Psychology: General 142 (2):313.
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  • 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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