TY - JOUR
T1 - Learning situated emotions
AU - Lebois, Lauren A.M.
AU - Wilson-Mendenhall, Christine D.
AU - Simmons, W. Kyle
AU - Barrett, Lisa Feldman
AU - Barsalou, Lawrence W.
N1 - Funding Information:
We are grateful to Esther Papies for helpful comments, and to Jessica Lake and Yesenia Mares for experimental assistance. Work on this article was supported by an NIH Director's Pioneer Award DPI OD003312 to Lisa Feldman Barrett at Northeastern University , with a sub-contract to Lawrence Barsalou at Emory University . All authors contributed to the study concept and design, with LWB and LFB developing the idea originally. LAML played the primary role in implementing, running, and analyzing the experiment in the Barsalou Lab at Emory University. LWB also played central roles in implementing the experiment, analyzing the results, and managing the project. All authors contributed to the interpretation of the results and to developing analyses further. LWB drafted and revised the manuscript, and all other authors contributed to revising it. All authors approved the final version for submission. LWB and LFB are joint senior authors. Appendix A
Funding Information:
We are grateful to Esther Papies for helpful comments, and to Jessica Lake and Yesenia Mares for experimental assistance. Work on this article was supported by an NIH Director's Pioneer Award DPI OD003312 to Lisa Feldman Barrett at Northeastern University, with a sub-contract to Lawrence Barsalou at Emory University. All authors contributed to the study concept and design, with LWB and LFB developing the idea originally. LAML played the primary role in implementing, running, and analyzing the experiment in the Barsalou Lab at Emory University. LWB also played central roles in implementing the experiment, analyzing the results, and managing the project. All authors contributed to the interpretation of the results and to developing analyses further. LWB drafted and revised the manuscript, and all other authors contributed to revising it. All authors approved the final version for submission. LWB and LFB are joint senior authors.
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2018/1/1
Y1 - 2018/1/1
N2 - From the perspective of constructivist theories, emotion results from learning assemblies of relevant perceptual, cognitive, interoceptive, and motor processes in specific situations. Across emotional experiences over time, learned assemblies of processes accumulate in memory that later underlie emotional experiences in similar situations. A neuroimaging experiment guided participants to experience (and thus learn) situated forms of emotion, and then assessed whether participants tended to experience situated forms of the emotion later. During the initial learning phase, some participants immersed themselves in vividly imagined fear and anger experiences involving physical harm, whereas other participants immersed themselves in vividly imagined fear and anger experiences involving negative social evaluation. In the subsequent testing phase, both learning groups experienced fear and anger while their neural activity was assessed with functional magnetic resonance imaging (fMRI). A variety of results indicated that the physical and social learning groups incidentally learned different situated forms of a given emotion. Consistent with constructivist theories, these findings suggest that learning plays a central role in emotion, with emotion adapted to the situations in which it is experienced.
AB - From the perspective of constructivist theories, emotion results from learning assemblies of relevant perceptual, cognitive, interoceptive, and motor processes in specific situations. Across emotional experiences over time, learned assemblies of processes accumulate in memory that later underlie emotional experiences in similar situations. A neuroimaging experiment guided participants to experience (and thus learn) situated forms of emotion, and then assessed whether participants tended to experience situated forms of the emotion later. During the initial learning phase, some participants immersed themselves in vividly imagined fear and anger experiences involving physical harm, whereas other participants immersed themselves in vividly imagined fear and anger experiences involving negative social evaluation. In the subsequent testing phase, both learning groups experienced fear and anger while their neural activity was assessed with functional magnetic resonance imaging (fMRI). A variety of results indicated that the physical and social learning groups incidentally learned different situated forms of a given emotion. Consistent with constructivist theories, these findings suggest that learning plays a central role in emotion, with emotion adapted to the situations in which it is experienced.
KW - Constructivist theories
KW - Emotion
KW - Learning
KW - Situated cognition
KW - Situated conceptualization
UR - http://www.scopus.com/inward/record.url?scp=85040784007&partnerID=8YFLogxK
U2 - 10.1016/j.neuropsychologia.2018.01.008
DO - 10.1016/j.neuropsychologia.2018.01.008
M3 - Article
AN - SCOPUS:85040784007
SN - 0028-3932
VL - 145
JO - Neuropsychologia
JF - Neuropsychologia
M1 - 106637
ER -