Affective Influences on Social Information Processing
By Klaus Fiedler. 2000
165 citations recorded by the source corpus.
Subfields: Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/aa03e2a56327db06ae6defb695fc21e46786516e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Sociology and Political Science
- Rebekah East
- C. Unkelbach
- Liz Goldenberg
- Joseph P. Forgas
- Lisa Linnenbrink-Garcia
- Werner Wirth
- Holger Schramm
- Reinhard Pekrun
Citations in the corpus
- Feeling and Doing: Affective Influences on Interpersonal Behavior (2002, background): “In contrast, affect should not influence the outcome of closed, merely reconstructive tasks involving motivated or direct access processing (see also Fiedler, 1990, 1991, 2001).”
- 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).”
- On being happy and gullible: Mood effects on skepticism and the detection of deception (2008, background): “Affective experiences penetrate every aspect of our lives, and play an important role in influencing many of our cognitive and behavioral strategies (Fiedler, 2001; Forgas, 2002).”
- Can negative affect eliminate the power of first impressions? Affective influences on primacy and recency effects in impression formation (2011, background): “Recent integrative theories such as the Affect Infusion Model (AIM) specifically predict that mood effects should be greater when more open, constructive processing is required toproduce an impression (Fiedler, 2001; Forgas, 2002; Sedikides, 1995).”
- Media and Emotions (2005, background): “In contrast, the topic can be regarded as a closed, reconstructive problem that has to be justified and defended on the basis of an already fixed or intuitively obvious solution in confrontation with the given information (cf. Fiedler, 2001).”
- International handbook of emotions in education. (2014, background): “Moreover, successful learning and development in the long run is a function of optimal variation between both stages of the creative cycle (Fiedler, 1988, 2001a; Kelly, 1955).”