Bridging emotion theory and neurobiology through dynamic systems modeling

By Marc D. Lewis. Behavioral and Brain Sciences, 2005

599 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/26b7ed99d084ee95a2e0e181e4788fd2c51e7656

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

From affect programs to dynamical discrete emotions (2009, methodology): “Like the latter, dynamical affective science makes use of the conceptual and modelling tools of dynamical systems theory for the purposes of description and prediction (see Fogel et al., 1992; Lewis, 2005; Scherer, 1984; see also the papers in Lewis & Granic, 2000).”
The brain basis of emotion: A meta-analytic review (2012, unknown): “2010), whereas some focus on homology (Ekman & Cordaro 2011; Griffiths 1997; Izard 2011) and others focus on analogy (e.g., Buck; Levenson 1994; 2003; Lewis 2005; Roseman 2011).”
Individual Differences: Interplay of Learner Characteristics and Learning Environment (2009, background): “In a position paper in Developmental Review championing dynamic systems approaches, Howe and Lewis (2005) explained the reasons why dynamic systems approaches to development remain a clear minority as follows: There has been a great deal of complaining in developmental journals about the…”
Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning (2015, background): “All learning is a powerful combination of cognition and emotion (Lewis, 2005; Piaget, 1981), so Dörnyei (2009) spoke of a “cognition-emotion interface” in language learning.”
Cybernetic Big Five Theory. (2015, background): “cially interpersonal relationships) that lead over time to relatively stable patterns of function (Lewis, 2005; Nowak et al., 2005).”
Affect Detection: An Interdisciplinary Review of Models, Methods, and Their Applications (2010, background): “Although neuroscience contributions have run in parallel with cognitive theories of emotion [64], increasing collaboration has been fruitful.”
Emotions in Context: A Sociodynamic Model of Emotions (2014, background): “According to the view that emotions emerge rather than exist a priori, what we call “emotion” is really a collection of different constituents (e.g., cognitive, behavioral, physiological responses) that interact over time (e.g., Barrett, 2009; Lewis, 2005).”
A Model of Socioemotional Flexibility at Three Time Scales (2013, methodology): “For instance, emotions create moods which form personality structures over longer periods of time (Lewis, 2000, 2005).”
Intractable Conflict as an Attractor (2007, background): “Heightened emotion tends to promote a correspondingly heightened press for coherence (Lewis, 2005).”
Social dynamics in the preschool (2005, background): “Examples of circular causality can be found throughout the natural world: cycles of predator–prey populations (Murray, 1989), synchronization of basic brain-stem functions yielding higher-order cortical processes (Freeman, 2000; Lewis, 2005), coordination of limbs during walking (Thelen & Ulrich, 19”
Reassessing Emotion Regulation (2008, background): “…& Tononi, 1997; Freeman, 1999; Grossberg & Merrill, 1992; Lewis, 2005), in which multiple brain structures interact with each other as the brain shifts from one state to another, continuously modifying perceptions and interpretations of events while emotional responses self-organize (Lewis, 2005).”
Variable-Centered, Person-Centered, and Person-Specific Approaches (2018, background): “…suggest that person-specific approaches always incorporate the three primary tenets of DST (Ford & Lerner, 1992; Granic & Patterson, 2006; M. D. Lewis, 2005; Molenaar, 2004), and person-specific approaches may therefore draw attention to understudied foci, such as events and processes, even…”