Emotion, Development, and Self-Organization: Emotions as Episodes of Subsystem Synchronization Driven by Nonlinear Appraisal Processes

By Klaus R. Scherer. 2000

218 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/1f591179be190bfa7f60fd950fe0111a6b008f05

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In Experimental and Cognitive Psychology

In Management Science and Operations Research

Citations in the corpus

Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010, background): “…also include prolonged subjective duration of time, implying that “time stands still”; tendencies to escape the situation causing boredom that include behavioral or mental disengagement (e.g., by daydreaming); and slow and monotonous speech (Goetz & Frenzel, 2006; Johnstone & Scherer, 2000).”
RF01: AFFECT IN MATHEMATICS EDUCATION - EXPLORING THEORETICAL FRAMEWORKS 1 (2004, background): “Taking seriously the accumulated findings from emotion research, what is needed is an emotion theory that explains (see Scherer, 2000): �� both the phenomenological distinctiveness and the intricate interweaving of cognition and emotion �� both the dynamic nature of emotional processes and the…”
What are emotions? And how can they be measured? (2005, background): “(see Scherer, 2000a).”
On the Causal Role of Appraisal in Emotion (2013, background): “Examples are control precedence of action tendencies (Frijda, 1986, 1992) and a high level of synchronization among components (Scherer, 2000).”
Inquiry on Emotions in Education (2002, methodology): “…in relation to our goals (Carver & Scheier, 2000; Frijda, 1993; Lazarus 1991; Linnenbrink & Pintrich, 2002; Middleton & Midgely, 1997; Roeser, Eccles, & Strobel, 1998; Scherer, 1993, 2000; Schutz & Davis, 2000; Smith, 1991; Turner, Husman, & Schallert, 2002; Wolters, Yu, & Pintrich, 1996).”
Motivational Dynamics in Language Learning: Change, Stability, and Context. (2014, background): “(Scherer, 2000, pp. 77, 80) In view of the above considerations, a dynamic systems approach seems attractive in that it is able to accommodate explanations of both variability and stability without relying on cause–effect links.”
Theories of emotion causation: A review (2009, background): “The associative mechanism that figures in Barrett’s theory and in modern versions of network theory (e.g., Lewis, 2005) and appraisal theory (e.g., Scherer, 2000) is modelled after the complex associative mechanism proposed in connectionist or dynamic systems models.”
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis (2020, background): “Finally, and referring to classical component models of emotions (e.g., Kleinginna and Kleinginna 1981; Scherer 2000), since heightened physiological arousal is one constituting component of test anxiety (Zeidner 1998), it is reasonable to assume that students’ objectively measured levels of…”
It’s About Time: A Special Section on Affect Dynamics (2015, background): “During the past decades, several prominent theorists have called for a paradigm shift in the study of emotions that moves the spotlight from the study of emotions as static entities to emotions as dynamic phenomena (Larsen, Augustine, & Prizmic, 2009; Lewis, 2005; Scherer, 2000).”
The dynamic architecture of emotion: Evidence for the component process model (2009, methodology): “To model such individually different integration functions we may need to adopt nonlinear dynamic system analysis (Scherer, 2000a) as a more appropriate framework for emotion modelling than the classic assumption of linear functions dominating our current statistics toolbox (e.”
Understanding Reading Anxiety: New Insights from Neuroscience (2010, background): “We know that emotions develop through social interactions, have an important role in cognitive development, and change with experience and interaction (Eynde and Turner 2006; Pekrun 2006; Scherer 2000).”