The Cognitive Science of Attention and Emotion

By Gerald Matthews, A. Wells. 2005

111 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, General Psychology

View Paper: https://www.semanticscholar.org/paper/ad349fb3d84f1d01ecf4696345d3bfa6bd809870

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In Clinical Psychology

In Developmental and Educational Psychology

In General Psychology

Citations in the corpus

Individual Differences in Preschoolers' Self-Regulation and Theory of Mind (2008, background): “Conversely, executive function and behavioral control may aid children’s intensive concentration, attention, or flexibility in selecting coping strategies (Matthews & Wells, 1999), which could facilitate the internal self-monitoring that is important for self-regulation of emotion.”
Responding to the emotions of others: dissociating forms of empathy through the study of typical and psychiatric populations. (2005, unknown): “Happy expressions, in contrast, are appetitive unconditioned stimuli which increase the probability of actions to which they appear causally related (Matthews & Wells, 1999).”
Individual differences in working memory capacity and dual-process theories of the mind. (2004, background): “A host of dual-process models of emotion exist (e.g., Matthews & Wells, 1999; Oschner & Feldman Barrett, 2001; Teasdale, 1999; van Reekum & Scherer, 1997), each of which relies on the now familiar distinction between automatic and controlled processing.”
Preattentive face processing: What do visual search experiments with schematic faces tell us? (2007, background): “Several theorists have suggested that affective stimulus characteristics such as its negative valence or the threat potential may be processed preattentively by specialized feature detectors (e.g., Mogg & Bradley, 1999; Öhman, 1999; but see Matthews & Wells, 1999).”
Development of Emotional Intelligence: Towards a Multi-Level Investment Model (2003, background): “However, much emotional behavior, ranging from generating facial expressions to responding to nonverbal social cues, appears to be implicit, depending on ‘procedural’ skills that are inaccessible to conscious awareness [Matthews & Wells, 1999].”