scholarly journals Silicon Coppelia and the Formalization of the Affective Process

2021 ◽  
pp. 1-1
Author(s):  
Johan F. Hoorn ◽  
Thomas Baier ◽  
Jeroen A. N. Van Maanen ◽  
Jeroen Wester
Keyword(s):  
Affective Process

Unsettling bodies of knowledge: Walking as a pedagogy of affect

2020 ◽  
pp. 135050762097971
Author(s):  
Timon Beyes ◽  
Chris Steyaert
Keyword(s):  
Pedagogical Practice ◽  
Urban Ethnography ◽  
Management Learning ◽  
Course Work ◽  
Affective Process

In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.

Critical Note

2018 ◽  
pp. 606-620 ◽  
Author(s):  
Achim Stephan
Keyword(s):  
Cognitive Development ◽  
Single Individual ◽  
Causal Dependency ◽  
Enactive Approach ◽  
Emotional Processes ◽  
Critical Note ◽  
The One ◽  
Affective Process ◽  
New Framework

Having introduced situated affectivity, I locate the contributions to this section within this new framework: Carr and colleagues argue that embodied emotional processes strongly (though not indispensably) influence cognitive and motivational tasks. Bypassing the debate on causal dependency (embeddedness) and co-constitution (extendedness), I propose the category of environmental affective scaffolding as the one Hobson’s contribution fits in. He stresses the essential impact an infant’s capacity for social-affective relatedness has on her cognitive development. The enactive approach, as introduced by Colombetti, accounts well for the dynamical couplings between two or more emoters (or an emoter and her environment). If more persons are involved, they constitute a case of distributed rather than extended affectivity, since no single individual is the hub of such an affective process. The contribution of Zahavi and Michael promises to apply the 4E approach to empathy. Considering environmental scaffolds to empathy might enrich it.

Affect in Statistics Cognition

2017 ◽  
pp. 144-187
Keyword(s):  
Online Learning ◽  
Cognitive Development ◽  
Learning Environments ◽  
Learning Process ◽  
Statistics Education ◽  
Short Term ◽  
Online Learning Environments ◽  
Affective Process

This chapter focuses on affective process in statistics education which could influence cognitive development. We begin with a discussion of short-term high-intense affective features (emotions) and use the most well researched construct in computer and statistics education (anxiety) to illustrate how these processes can influence learning. We then discuss long term low intense affective features (moods) and outline how moods can contribute to statistical attitudes. We argue that affective features must be continuously assessed throughout the entire learning process, and discuss theorize how online learning environments can use the principles of differentiation to enhance affect toward statistics education.

‘… sometimes you’ve just got to get away’: On trekking holidays and their therapeutic effect

2013 ◽  
Vol 13 (2) ◽  
pp. 209-231 ◽  
Author(s):  
Gunnthora Olafsdottir
Keyword(s):  
Therapeutic Effect ◽  
Theoretical Framework ◽  
Ethnographic Study ◽  
Stress And Strain ◽  
The Everyday ◽  
Relational Outcomes ◽  
The Individual ◽  
Affective Process

A traditional Romantic fix for the stress and strain of the everyday has been the idea of ‘getting back to nature’, exploring places of natural grandeur and beauty based on the belief in nature’s therapeutic agency on the traveller. This article introduces a theoretical framework that offers a way to explore how touristic spaces are lived within a human–non-human co-constituted affective process. It then engages with the spaces of nature-based tourism and reports findings from an ethnographic study on British-based trekking holiday to Iceland. These findings suggest that the emotions and therapeutic affect that have traditionally been reported from spending time in nature are relational outcomes; they depend both on nature’s performance and on what the individual contributes to the relations.

scholarly journals An Experimental Investigation of Body Displacement Theory in Restrained Eaters

2021 ◽  
Author(s):  
Danielle Elizabeth MacDonald
Keyword(s):  
Body Image ◽  
Body Dissatisfaction ◽  
Clinical Sample ◽  
Experimental Manipulation ◽  
Restrained Eaters ◽  
Weight Concerns ◽  
Displacement Theory ◽  
Implicit And Explicit ◽  
Explicit Measures ◽  
Affective Process

Body Displacement Theory posits that individuals with eating and weight concerns may mislabel feelings of ineffectiveness as feeling fat. Study 1used a non-clinical sample to create an Implicit Association Test for body image (IAT-BI) to measure implicit body dissatisfaction, as body displacement is thought to be an automatic cognitive/affective process. The IAT-BI was moderately and significantly correlated with explicit measures of body dissatisfaction, body shame, and restrained eating. In Study 2, an experimental manipulation was used to induce ineffectiveness in a non-clinical sample, and effects on implicit and explicit body image and related variables were measured. Contrary to hypotheses, feeling ineffective did not lead to feeling fat in comparison to those in a control condition. These findings may suggest that body displacement was not successfully induced by the manipulation, or that body displacement may be process unique to those with eating disorders. The implications of the study are discussed.

Testing an alternative relationship between individual and contextual predictors of creative performance

2009 ◽  
Vol 37 (1) ◽  
pp. 117-135 ◽  
Author(s):  
Hyoun Sook Lim ◽  
Jin Nam Choi
Keyword(s):  
Panel Data ◽  
Positive Attitude ◽  
Group Norms ◽  
Psychological Processes ◽  
Affective States ◽  
Process Variables ◽  
Creative Performance ◽  
Supportive Leadership ◽  
Affective Process ◽  
Constructive Group

Existing studies have been focused mainly on the effects of individual and contextual factors on creativity, leaving unaddressed the intermediate processes through which these predictors affect creativity. Based on previous theoretical arguments, we proposed that individuals' cognitive and affective states with regard to creativity comprise the direct antecedents of creative performance. Specifically, we hypothesized that creativity efficacy and positive attitude toward creativity mediate the effects on creative performance of individual creative ability, supportive leadership, and constructive group norms. The empirical results based on multisource, longitudinal panel data clearly indicate that these cognitive and affective process variables mediate the effects of both individual and contextual variables on creative performance. These findings reveal potential psychological processes that should be targeted when educators and managers design interventions to increase creative performance of individuals.

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