Psychological Construction: The Darwinian Approach to the Science of Emotion

By Lisa Feldman Barrett. 2013

249 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3ed3f3102217c164b7d33941b6a9717a7f48deb8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. J. Mercer
2. B. Mesquita
3. M. Boiger
4. Adar Ben-Eliyahu
5. Lisa Feldman Barrett
6. Philippe R. Goldin
7. Barbara L. Fredrickson
8. J. V. Bavel

In Social Psychology

1. Lisa Feldman Barrett
2. B. Mesquita
3. M. Boiger
4. J. Mercer
5. Adar Ben-Eliyahu
6. Eric L. Garland
7. Barbara L. Fredrickson
8. Philippe R. Goldin

Citations in the corpus

• The theory of constructed emotion: an active inference account of interoception and categorization (2017, unknown): “The answer, I suggest, will look something like the theory of constructed emotion (Barrett, 2017), formerly, the conceptual act theory of emotion (Barrett, 2006b, 2011a, 2012, 2013, 2014).”
• The MAD Model of Moral Contagion: The Role of Motivation, Attention, and Design in the Spread of Moralized Content Online (2019, background): “Psychological-constructivist (Barrett, 2013) and social-functionalist (Keltner & Haidt, 1999) accounts of emotion expression help distinguish between moraland nonmoral-emotion expressions.”
• The Conceptual Act Theory: A Précis (2014, methodology): “…level of analysis, instances of the same emotion category might be different, and how instances of different emotion categories might be similar (Barrett, 2013; for recent examples of evidence, see Kassam, Markey, Cherkassky, Loewenstein, & Just, 2013; Touroutoglou, Lindquist, Hollenbeck,…”
• Self-report captures 27 distinct categories of emotion bridged by continuous gradients (2017, unknown): “It is important to recognize that the most current constructivist and appraisal theories seldom propose that specific dimensions offer an exhaustive description of reported emotional experience (94).”
• Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “This fear is not innate (Barrett, 2013); it has been learned over time, through either experience, hearsay, or with tangential fields (e.g., math).”
• The Mindfulness-to-Meaning Theory: Extensions, Applications, and Challenges at the Attention–Appraisal–Emotion Interface (2015, background): “Together, attention, appraisal, and emotion are linked in a reciprocal process of co-construction (Barrett, 2013), and this attention–appraisal–emotion interface is the psychological substratum that makes adaptation possible.”
• Feeling like a state: social emotion and identity (2014, background): “Neuroscientist and psychological constructivist Lindquist (2013, 360) (see also Barrett 2013) observed that 100 years of psychological research ‘has yet to identify the discrete bodily, facial, behavioral, or neural basis of English emotion categories such as ‘“anger”, “disgust”,…”
• Emotions in Context: A Sociodynamic Model of Emotions (2014, background): “The point is not that emotions occur in response to social events; rather, it is that social interaction and emotions form one system of which the parts cannot be separated (Barrett, 2013; Butler, 2011).”