2009
DOI: 10.1177/1754073909338877
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Reconstructing the Past: A Century of Ideas About Emotion in Psychology

Abstract: Within the discipline of psychology, the conventional history outlines the development of two fundamental approaches to the scientific study of emotion—“basic emotion” and “appraisal” traditions. In this article, we outline the development of a third approach to emotion that exists in the psychological literature—the “psychological constructionist” tradition. In the process, we discuss a number of works that have virtually disappeared from the citation trail in psychological discussions of emotion. We also cor… Show more

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Cited by 254 publications
(211 citation statements)
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References 128 publications
(230 reference statements)
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“…As the journey moves from introductory to intermediate to advanced levels of specialization, the resulting general-specific hierarchy becomes more deeply embedded, more elaborate, and increasingly situated as learners continue to make and practice richer, stronger, more invariant, and more automatic connections (a) among important ideas, (b) with previously-accumulated concepts of the academic field, and (c) with their prior knowledge of the world applicable to the specific domain. At every step, the direct scope of learning is psychological understanding defined as deeper differentiation and wider psychological constructionism (Gendron & Barrett, 2009) and measurable by the ability of learners to restate in their own words the given 2 nd /3 rd -person knowledge without committing plagiary or interjecting false intrusions (see Table 1, LRSS 0-2). The terminal goal is expert-like mastery of 2 nd /3 rd -person knowledge on a journey licensable with an end diploma of some kind (Figure 1, lower panel).…”
Section: Overall Framework For the Studymentioning
confidence: 99%
See 1 more Smart Citation
“…As the journey moves from introductory to intermediate to advanced levels of specialization, the resulting general-specific hierarchy becomes more deeply embedded, more elaborate, and increasingly situated as learners continue to make and practice richer, stronger, more invariant, and more automatic connections (a) among important ideas, (b) with previously-accumulated concepts of the academic field, and (c) with their prior knowledge of the world applicable to the specific domain. At every step, the direct scope of learning is psychological understanding defined as deeper differentiation and wider psychological constructionism (Gendron & Barrett, 2009) and measurable by the ability of learners to restate in their own words the given 2 nd /3 rd -person knowledge without committing plagiary or interjecting false intrusions (see Table 1, LRSS 0-2). The terminal goal is expert-like mastery of 2 nd /3 rd -person knowledge on a journey licensable with an end diploma of some kind (Figure 1, lower panel).…”
Section: Overall Framework For the Studymentioning
confidence: 99%
“…ecades of interdisciplinary research have illuminated the processes that contribute to human psychological and biofunctional learning and understanding (Barrett & Satpute, 2013;Gendron & Barrett, 2009;Iran-Nejad, 1980/1987. Psychological learning and understanding processes lean on the side of mindful deliberation, active attention, effortful knowledge internalization or construction, symbolic content, informing others or being informed by them, and are relatively recent on the evolutionary scale.…”
Section: Introductionmentioning
confidence: 99%
“…Thinking is exploratory arising from desire, while reason is an emotion targeting block. The psychological construction model considers that the ingredients causing emotions also cause cognitions (Gendron & Barrett, 2009). …”
Section: Results and Discussion Natural Emotions Resolvable Blockmentioning
confidence: 99%
“…Development: Gendron and Feldman-Barrett [63] think that contemporary psychological research on emotions has gone through three clearly identified stages. These are:…”
Section: What Is Positive Ergonomics?mentioning
confidence: 99%