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Abstract
In the first part of the article, the central role of theory in emotion psychology is underscored and reasons are given why more theoretical psychology of emotion is needed. In the second part, nine tasks for the theoretical psychology of emotion are defined, by refining and extending three of the general tasks of theoretical psychology proposed 70 years ago by Sigmund Koch [Theoretical psychology, 1950: An overview. Psychological Review, 58(4), 295. https://doi.org/10.1037/h0055768]. The nine tasks are: (1) Analysis, rational reconstruction and critique of existing emotion theories. (2) Comparison of different theories. (3) Systematization and integration of theories. (4) Reconstruction of the development of theories over time. (5) Analysis, reconstruction and critique of theory-data and data-theory inferences. (6) Analysis, reconstruction and critique of the complete set of arguments for and against specific emotion-theoretic assumption and whole theories. (7) Analysis, reconstruction and critique of measurement theories for emotions. (8) Development of new emotion theories and theories of emotion measurement. (9) Information about theoretical and methodological developments of interest to emotion psychology in other subdisciplines of psychology and in neighbouring sciences, and export of theories and methods to other disciplines.
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Affiliation(s)
- Rainer Reisenzein
- Institute of Psychology, University of Greifswald, Greifswald, Germany
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2
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Ouimet AJ, Ashbaugh AR, Radomsky AS. Hoping for more: How cognitive science has and hasn't been helpful to the OCD clinician. Clin Psychol Rev 2019; 69:14-29. [DOI: 10.1016/j.cpr.2018.04.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 04/09/2018] [Accepted: 04/10/2018] [Indexed: 12/19/2022]
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3
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Meiser T, Eid M, Carstensen C, Erdfelder E, Gollwitzer M, Steffi Pohl, Steyer R, Strobl C. Stellungnahme zum Diskussionsforum. PSYCHOLOGISCHE RUNDSCHAU 2018. [DOI: 10.1026/0033-3042/a000419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Thorsten Meiser
- Fachgruppe Psychologie, Fakultät für Sozialwissenschaften, Universität Mannheim
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Van Dessel P, Hughes S, De Houwer J. How Do Actions Influence Attitudes? An Inferential Account of the Impact of Action Performance on Stimulus Evaluation. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2018; 23:267-284. [DOI: 10.1177/1088868318795730] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Over the past decade, an increasing number of studies have shown that the performance of specific actions (e.g., approach and avoidance) in response to a stimulus can lead to changes in how that stimulus is evaluated. In contrast to the reigning idea that these effects are mediated by the automatic formation and activation of associations in memory, we describe an inferential account that specifies the inferences underlying the effects and how these inferences are formed. We draw on predictive processing theories to explain the basic processes underlying inferential reasoning and their main characteristics. Our inferential account accommodates past findings, is supported by new findings, and leads to novel predictions as well as concrete recommendations for how action performance can be used to influence real-world behavior.
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Gozli DG, Deng WS. Building Blocks of Psychology: on Remaking the Unkept Promises of Early Schools. Integr Psychol Behav Sci 2018; 52:1-24. [PMID: 29063441 DOI: 10.1007/s12124-017-9405-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The appeal and popularity of "building blocks", i.e., simple and dissociable elements of behavior and experience, persists in psychological research. We begin our assessment of this research strategy with an historical review of structuralism (as espoused by E. B. Titchener) and behaviorism (espoused by J. B. Watson and B. F. Skinner), two movements that held the assumption in their attempts to provide a systematic and unified discipline. We point out the ways in which the elementism of the two schools selected, framed, and excluded topics of study. After the historical review, we turn to contemporary literature and highlight the persistence of research into building blocks and the associated framing and exclusions in psychological research. The assumption that complex categories of human psychology can be understood in terms of their elementary components and simplest forms seems indefensible. In specific cases, therefore, reliance on the assumption requires justification. Finally, we review alternative strategies that bypass the commitment to building blocks.
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Affiliation(s)
- Davood G Gozli
- Department of Psychology, University of Macau, Macau, SAR, China.
| | - Wei Sophia Deng
- Department of Psychology, University of Macau, Macau, SAR, China
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De Houwer J. A Functional-Cognitive Framework for Cooperation Between Functional and Cognitive Researchers in the Context of Stimulus Relations Research. Perspect Behav Sci 2018; 41:229-240. [PMID: 32004367 PMCID: PMC6701709 DOI: 10.1007/s40614-017-0089-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Contrary to the view that behavior analysis and cognitive psychology are two competing, mutually exclusive approaches in psychology, the functional-cognitive framework for research in psychology postulates that these approaches operate at different but related levels of explanation and therefore can interact in mutually beneficial ways. I briefly describe the framework and explore how it can be applied to research on stimulus relations.
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Affiliation(s)
- Jan De Houwer
- Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium
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Shrout PE, Rodgers JL. Psychology, Science, and Knowledge Construction: Broadening Perspectives from the Replication Crisis. Annu Rev Psychol 2018; 69:487-510. [DOI: 10.1146/annurev-psych-122216-011845] [Citation(s) in RCA: 279] [Impact Index Per Article: 46.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Patrick E. Shrout
- Department of Psychology, New York University, New York, New York 10003
| | - Joseph L. Rodgers
- Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, Tennessee 37205
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MacLeod CM, Risko EF. Radical cognitivism? Distinguishing behavior from thought. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2017. [DOI: 10.1016/j.jarmac.2016.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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De Houwer J, Hughes S, Barnes-Holmes D. Psychological Engineering: A Functional–Cognitive Perspective on Applied Psychology. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2017. [DOI: 10.1016/j.jarmac.2016.09.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Hughes S, De Houwer J, Barnes-Holmes D. The Moderating Impact of Distal Regularities on the Effect of Stimulus Pairings. Exp Psychol 2016; 63:20-44. [PMID: 27025533 DOI: 10.1027/1618-3169/a000310] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Throughout much of the past century psychologists have focused their attention on a seemingly simple question: How do people come to like or dislike stimuli in the environment? Evaluative Conditioning (EC) - a change in liking due to the pairing of stimuli - has been offered as one avenue through which novel preferences may be formed and existing ones altered. In the current article, we offer a new look at EC from the perspective of Contextual Behavioral Science (CBS) and, more specifically, Relational Frame Theory (RFT). We briefly review the EC literature, introduce Contextual Behavioral Science (CBS), Relational Frame Theory (RFT), and then describe a behavioral phenomenon known as arbitrarily applicable relational responding (AARR). Afterwards, we examine the relationship between EC and AARR. This novel perspective offers ways to organize existing as well as predict new EC effects, contributes to debates on "genuine" EC, human versus nonhuman EC, and further facilitates the development and refinement of cognitive theories of EC.
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Affiliation(s)
- Sean Hughes
- 1 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
| | - Jan De Houwer
- 1 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
| | - Dermot Barnes-Holmes
- 1 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
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11
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Abstract
Instead of converging to one, all-embracing resilience mechanism - that is, positive appraisal style - we encourage complementary research strategies, exploring both vulnerabilities and resilience factors, much like the biomedical sciences combine insights from pathophysiology and immunology. Furthermore, we argue that research with a strong focus on one central resilience mechanism may overlook or undervalue other processes that can aid in maintaining mental health.
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Boddez Y, Haesen K, Baeyens F, Beckers T. Selectivity in associative learning: a cognitive stage framework for blocking and cue competition phenomena. Front Psychol 2014; 5:1305. [PMID: 25429280 PMCID: PMC4228836 DOI: 10.3389/fpsyg.2014.01305] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2014] [Accepted: 10/27/2014] [Indexed: 11/13/2022] Open
Abstract
BLOCKING IS THE MOST IMPORTANT PHENOMENON IN THE HISTORY OF ASSOCIATIVE LEARNING THEORY: for over 40 years, blocking has inspired a whole generation of learning models. Blocking is part of a family of effects that are typically termed "cue competition" effects. Common amongst all cue competition effects is that a cue-outcome relation is poorly learned or poorly expressed because the cue is trained in the presence of an alternative predictor or cause of the outcome. We provide an overview of the cognitive processes involved in cue competition effects in humans and propose a stage framework that brings these processes together. The framework contends that the behavioral display of cue competition is cognitively construed following three stages that include (1) an encoding stage, (2) a retention stage, and (3) a performance stage. We argue that the stage framework supports a comprehensive understanding of cue competition effects.
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Affiliation(s)
- Yannick Boddez
- Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven Belgium
| | - Kim Haesen
- Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven Belgium
| | - Frank Baeyens
- Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven Belgium
| | - Tom Beckers
- Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven Belgium ; University of Amsterdam, Amsterdam Netherlands
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15
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Perceptual load in sport and the heuristic value of the perceptual load paradigm in examining expertise-related perceptual-cognitive adaptations. Cogn Process 2012; 14:31-42. [DOI: 10.1007/s10339-012-0529-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2012] [Accepted: 09/26/2012] [Indexed: 10/27/2022]
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Madan CR, Singhal A. Motor imagery and higher-level cognition: four hurdles before research can sprint forward. Cogn Process 2012; 13:211-29. [DOI: 10.1007/s10339-012-0438-z] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2011] [Accepted: 03/05/2012] [Indexed: 10/28/2022]
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Houwer JD, Fiedler K, Moors A. Strengths and Limitations of Theoretical Explanations in Psychology: Introduction to the Special Section. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2011; 6:161-2. [PMID: 26162134 DOI: 10.1177/1745691611400242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Jan De Houwer
- Department of Psychology, Ghent University, Ghent, Belgium
| | - Klaus Fiedler
- Department of Psychology, University of Heidelberg, Heidelberg, Germany
| | - Agnes Moors
- Department of Psychology, Ghent University, Ghent, Belgium
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