The interplay of affect and cognition : The mediating role of general knowledge structures

By H. Bless. 2000

187 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4ec5612be907b473867681a5e883a2a2b944fa51

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Citations in the corpus

When and why do implicit measures predict behaviour? Empirical evidence for the moderating role of opportunity, motivation, and process reliance (2008, background): “, & Bless, H. (2001). When do associations matter? The use of automatic associations toward ethnic group in person judgments. Journal of Experimental Social Psychology, 37, 518–524. Florack, A., Scarabis, M., & Gosejohann, S. (2005). Regulatory focus and consumer information processing.”
Judgment under emotional certainty and uncertainty: the effects of specific emotions on information processing. (2001, background): “The "affect as information" approach argues that the experience of negative affect indicates a threat to the achievement of desired goals and, thus, that the situation calls for systematic and attentive processing, whereas positive affect signals that the situation is safe and, thus, general knowled”
FROM SUPPORT TO MUTINY: SHIFTING LEGITIMACY JUDGMENTS AND EMOTIONAL REACTIONS IMPACTING THE IMPLEMENTATION OF RADICAL CHANGE (2014, background): “, disappointment) signal a problematic state of affairs and that more detailed cognitive processing and rapid remedial actions are required (Bless, 2000), thus activating process-based criteria focused on closer observation of TMs’ behaviors.”
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003, background): “…that negative affect can lead to more detailed, analytical, and careful processing of information, whereas others suggest that positive affect has more beneficial effects for more heuristic processing (cf. Bless, 2000; Fiedler, 2000; Forgas, 2003; Fredrickson, 2001; Schwartz, & Clore, 1996).”
Emotional intelligence and mentoring in pre‐service teacher education: a literature review (2006, methodology): “Later research demonstrated not only the impact of affective states on the content of cognition but also on the process of cognition (Bless, 2000). Such research suggests that, in the context of pre-service teacher education, the emotional stresses of starting teaching would serve to inhibit the cog”
An Affect Theory of Social Exchange1 (2001, background): “…to be greater cooperation, more use of group categories to organize perceptions, more inclusive perceptions of the group, more willingness to take risks, and more use of heuristics in processing information (Isen 1987; Forgas 2000; Bless 2000); the opposite effects occur for negative emotions.”
Feeling and Doing: Affective Influences on Interpersonal Behavior (2002, background): “This result is consistent with theoretical arguments (Bless, 2000; Fiedler, 2000; Forgas, 1995a) that predict that negative mood should promote a more careful, systematic, bottom-up processing style that is more attuned to the requirements of a particular situation.”
Emotional intelligence as a basic competency in pre-service teacher training: some evidence (2008, background): “Several studies have explained how emotion affects not only the content of thought but also the very processes involved in thought (Bless, 2000) and in social interactions (Lupton, 1998).”
Affective Value in the Predictive Mind (2017, background): “The reverse may also hold: positive mood seems to induce a greater reliance on default prior or top-down knowledge, as indicated by an increased influence of prior judgments, scripts or stereotypes in event or person perception (Bless 2000; Bodenhausen et al. 1994).”
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, background): “These theorized relationships are consistent with cognitive theories suggesting that affect influences the way information is attended to and processed and, by extension, cognitive performance (Bless, 2000; Fredrickson, 2001; Levine & Burgess, 1997; Meinhardt & Pekrun, 2003; Pekrun et al., 2002).”
Can bad weather improve your memory? An unobtrusive field study of natural mood effects on real-life memory (2009, background): “In contrast, positive moods recruit assimilative, top–down processing and greater reliance on existing schematic knowledge and heuristics (Bless, 2000; Fiedler, 2001).”