Emotional responses to art: From collation and arousal to cognition and emotion.

The study of emotional responses to art has remained curiously detached from the psychology of emotions. Historically, the leading tradition has been Daniel Berlyne's psychobiological model, embodied by the "new experimental aesthetics" movement of the 1970s. That theory explained hedonic qualities of art by referring to arousal-modifying "collative properties" of art, such as complexity, novelty, uncertainty, and conflict. Berlyne's influence on the experimental study of aesthetics has been enormous, largely for the better but also for the worse. Berlyne's suspicion of cognitive psychology led to an unproductive perseveration on arousal as the mechanism of "aesthetic responses." This article describes how appraisal theories of emotion inform the study of aesthetics. Appraisal theories make new predictions about emotional responses to art, expand the domain of aesthetic emotions beyond positive emotions such as interest and enjoyment, inform other theories (e.g., prototypicality models), and reinterpret past findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mundane aesthetics.

With the publication of Zür experimentalen ?sthetik (1871) and Vorschule der ?sthetik (1876), Fechner laid the foundations for a new field termed experimental aesthetics, and provided three methods for empirical research. Of these, the method of choice has dominated subsequent research. It is argued that this method, in combination with a narrow, post-Baumgarten definition of aesthetics as pertaining mainly to the experience of art, has not served aesthetics well. In so doing it has overlooked the vast corpus of everyday objects for which people engage in aesthetic choice. Termed mundane aesthetics, this represents the low end, design, as distinct from the high end, art. The aesthetics of the mundane represents everyday reality, far removed from the rarefied pursuit of art. A study is reported into that most mundane and ubiquitous activity, selecting a paint color for the home. It eschews the laboratory and, instead, uses a retrospective method supported by qualitative data analysis (NVivo). The results indicate that aesthetic choice involves processes that are far from uniform, far from instantaneous (cf. laboratory studies), and that employ both internal and external aids reflecting cognitive, emotional, and social considerations. Selecting a wall color emerges as a surprisingly sophisticated process and, on the basis of the present study, one that women appear better equipped to perform than men. A parallel is drawn with the domain of decision research, particularly naturalistic decision-making. Mundane aesthetics involves a decision process, and not simply an affective choice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Beauty as an emotion: The exhilarating prospect of mastering a challenging world.

Beauty has received sparse attention from emotion theorists, some of whom have argued that aesthetic pleasure is cognitive in nature and too "disinterested" to be emotional. This view is supported by research suggesting that aesthetic pleasure is based on processing fluency. The authors review recent findings in the psychology of aesthetics and present two arguments. First, processing fluency explains the mild pleasure associated with simple or familiar objects, but it cannot account for the more intense pleasure associated with complex or novel objects. Immediately recognizing an object tends to be mildly pleasant, whereas sensing the prospect of successfully representing a complex object can be exhilarating. Second, to explain how these forms of aesthetic pleasures differ, a theory must go beyond cognitive dynamics. The authors' affect-based model of emotion differentiates aesthetic pleasures in terms of epistemic goals. Pretty, fluently processed stimuli implicate prevention goals that maintain and protect knowledge. Beautiful, novel stimuli implicate promotion goals that reshape and expand knowledge. The emotional nature of interest and awe are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A world of differences among psychologists.

Considers why psychologists hold such contrasting metatheoretical positions. A grand philosophical dimension is described along which the metatheoretical values of psychologists may be seen to differ. This dimension is called Science vs Humanism. The philosophical difference among psychologists may be related to individual differences in personality factors and cognitive styles; empirical relationships that have been found are highlighted. As an example of an alternative Humanistic approach to the question, a psychobiological sketch of William James is offered, which describes how his personality affected his views about the nature of psychology. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Exploring the psychology of interest.

Reviews the book, Exploring the psychology of interest by Paul J. Silvia (see record 2006-03939-000). As Silvia observes, the study of interest has been extensive. However, it has been scattered across many subfields including the specialized and somewhat isolated areas of aesthetics, educational psychology, and vocational psychology. There exists a further divide between models of interest as an emotional experience and the personality-based study of interests and their idiographic development over time. Thankfully, Silvia's book brings a sense of order and coherence to this otherwise fractured body of work. The book's unifying theme is that cognition plays a singular role in generating, as well as interpreting, the experience of any emotion, including interest. Silvia wields his cognitivism skillfully, using it to advance a compelling case that interest is a function of cognitive appraisal. He then presents a related attributional analysis of how individuals develop particular interests and avocations over time. These two theoretical models organize the first two sections of the book, and they nicely integrate the existing literatures concerning interest and the development of interests, respectively. A final section of the book concludes with a comparison of models of interest followed by Silvia's suggested directions for future research. This is a great example of what the psychology of emotion needs. It is a successful "second-generation" effort to organize the proliferation of emotion research and theorizing that has occurred over the past few decades (Detweiler-Bedell & Salovey, 2002). Emotion researchers who read the book will benefit as much from Silvia's method as from the richness of his subject. In particular, this would be an ideal book for graduate students and faculty to hash over as part of a weekly reading group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Methods of theoretical psychology.

Reviews the book, Methods of theoretical psychology by André Kukla (see record 2001-18914-000). This comprehensive survey of the tools of theoretical psychology is the culmination of the author's previous writings (e.g., Kukla 1989, 1995) wherein he tried to "convince psychologists that our discipline had suffered from a gross and systematic underestimation of the scope, variety, and import of theoretical work" and "persuade my colleagues that there are many important theoretical issues the resolution of which does not call for empirical research" (p. xi). This is not a book in theoretical psychology (the author cites as examples the volumes by Marx and Hillix, and Wolman), but a book about theoretical psychology, the "types of theoretical activities" that "require nothing but thinking" (p. xi). Notable is the book's epigraph, a quotation from Jerry Fodor claiming that the distinction between psychological and philosophical theorizing is merely heuristic, and issuing the moral challenge for a plurality of argument styles that transcends disciplines. For Kukla has written a book about the logic of science, or what was traditionally referred to as the philosophy of science, and, as might be expected, examples are strewn throughout from the natural sciences as well as some classic theoretical problems in psychology, most notably, cognitive science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evolutionary Psychology and Developmental Dynamics: Comment on Lickliter and Honeycutt (2003).

Evolutionary psychology provides a cogent metatheory for psychological science. It has furnished compelling theories of major domains of human functioning, including mating, parenting, kinship, morality, cooperation, conflict, aggression, and aesthetics. It has produced hundreds of empirical discoveries missed entirely by prior psychologists. Developmental dynamics, properly conceived, can add to the theoretical foundation of evolutionary psychology. But it has not provided alternative theories capable of explaining the many detailed empirical discoveries made by evolutionary' psychologists. Nor has it generated a comparable bounty of new empirical discoveries. By critical scientific standards--theoretical cogency, predictive accuracy, interdisciplinary consistency, and empirical harvest--modern evolutionary psychology fares well compared with alternatives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training the Trainee as Well as the Trainer: Lessons to be Learned From Clinical Psychology.

The training literature in industrial/organizational (I/O) psychology has benefited from empirical research in experimental psychology on such subject matter as massed vs distributive practice, knowledge of results (KOR), and the transfer of learning from the training setting to the workplace. The purpose of the present paper is to argue that further advances in the field of training will occur when there is a shift in research emphasis from reliance on findings from experimental psychology to building on extant training techniques in clinical psychology, particularly cognitive behavioral psychology. Further advances in the field of training may also occur when there is a shift in emphasis from the recipient of training, namely, the trainee, to the administrator of training, namely the trainer. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some theoretical issues confronting developmental psychologists.

A nagging persistent problem for developmental psychologists has always been the nativism-empiricism controversy. It is still with us today in almost every facet of developmental psychology. This issue is leading to an increasing "ecological" perspective in developmental psychology the end result of which is not clear yet. While Piagetian theory remains the reference point for much of cognitive developmental psychology, there has been a very marked decline in the degree to which many cognitive researchers subscribe to that theory. At the moment there is no grand integrative theory of cognitive development such Piaget's, much less of the field of developmental psychology as a whole. However, this may mean that the field as a whole is more open to different theoretical approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Berlyne on art: A review of D. E. Berlyne's Aesthetics and psychobiology.

Reviews the book, Aesthetics and Psychobiology by D. E. Berlyne (see record 1973-00821-000). Progress in the aesthetic disciplines has been at a snail's pace. Berlyne charges six factors with having impeded advance: the belief in art as a supernatural phenomenon, the failure to separate factual from normative questions, the conception of art as a unitary phenomenon, the habit of treating art in isolation from nonartistic forms of behavior, the preoccupation with uniqueness in aesthetic taste, and the concentration on verbal judgments in aesthetic work. But the future looks brighter, due primarily to the following developments: (1) the rise of information theory, which provides procedures for rigorously analyzing some of the features of stimulus patterns that most concern aesthetics, (2) recent empirical and theoretical contributions in both psychology and neurophysiology to the understanding of pleasure and arousal, and (3) findings bearing on the nature of exploratory behavior, both in animals and humans, particularly as these teach the motivational importance of such elements as complexity, novelty and uncertainty, so-called "collative" variables, that "seem to be identifiable with the irreducibly essential ingredients of art and of whatever else is aesthetically appealing" (viii). The principal aim of Berlyne's book is to establish the ground gained in these three areas, compare it to the contributions made by earlier workers, and effectuate "a provisional synthesis that will at least bring key problems to the fore" (viii). It is a formidable task. Inevitably, the effort fares better in some assignments than others. Ironically, what discrepancies in quality do exist would probably project less were Berlyne not so knowledgeable about his subject matter. He is, quite obviously, in the tradition of those "cultured gentlemen" with whom he is wont to populate the early history of psychological science. Parenthetically, one suspects that he could supplement the present work with a very creditable companion volume in the philosophy of aesthetics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Appraisal of the self-schema construct in cognitive models of depression.

Discusses the role of self-schemata in cognitive models of depression and evaluates the empirical support for this notion according to criteria consonant with this construct's usage in cognitive psychology and social cognition. Whereas the concept of a negative self-schema was initially proposed as a distal cognitive diathesis to depressive disorder, measurement problems have hindered a meaningful test of this construct's predictive capacity. Furthermore, conceptual and design-related confounds in extant depressive-schema studies prevent the demonstration of schematic processing independent of the effects of depressed mood on the dependent variables used. It is argued that reconceptualizing self-schema in cognitive-structural terms may help address and resolve some of these current problems. For example, methods used to assess more general knowledge structures, such as semantic networks, might be profitably used to verify whether information about the self is similarly organized. This can then begin the process of specifying the exact nature of the information thought to be stored within this structure and allow researchers to move beyond a simple dichotomy of positive and negative elements to models that better reflect the complexity of self-construal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The diverging force of imitation: Integrating cognitive science and hermeneutics.

Recent research on infant and animal imitation and on mirror neuron systems has brought imitation back in focus in psychology and cognitive science. This topic has always been important for philosophical hermeneutics as well, focusing on theory and method of understanding. Unfortunately, relations between the scientific and the hermeneutic approaches to imitation and understanding have scarcely been investigated, to the loss of both disciplines. In contrast to the cognitive scientific emphasis on sharing and convergence of representations, the hermeneutic analysis emphasizes the indeterminacy and openness of action understanding due to preunderstanding, action configuration, and the processual nature of understanding. This article discusses empirical evidence in support of these aspects and concludes that hermeneutics can contribute to the scientific investigation of imitation and understanding. Since, conversely, some grounding--and constraining--aspects of hermeneutics may be derived from cognitive science, both should be integrated in a multilevel explanation of imitation and understanding. This holds also for explanations that are largely based on mirror neuron systems, since these appear to be sensitive to developmental and experiential factors, too. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Looking past pleasure: Anger, confusion, disgust, pride, surprise, and other unusual aesthetic emotions.

Psychological aesthetics, for the most part, is concerned with people's feelings of pleasure in response to art. The study of mild positive feelings will always be important to psychological aesthetics, but the range of aesthetic feelings is much wider than liking, preference, and pleasure. This article provides an overview of some unusual aesthetic emotions: knowledge emotions (interest, confusion, and surprise), hostile emotions (anger, disgust, and contempt), and self-conscious emotions (pride, shame, and embarrassment). Appraisal theories of emotion can describe how these emotions differ and when they come about. An expanded view of aesthetic experience creates intriguing and fertile directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative cognition: Beginning the second century of the study of animal intelligence.

Comparative psychology has undergone many changes since its inception in Victorian England some 100 yrs ago. Gone are the amusing anecdotes of pet owners and amateur naturalists, replaced by the detailed observations of behavioral scientists made under carefully controlled conditions. Yet, many of the persistent problems in the comparative analysis of intelligence remain: Are the cognitive processes of animals like those of humans? Can researchers construct a phylogeny of intelligence? What is cognition without language? This article briefly reviews the history of the study of comparative cognition. It then discusses 2 of the most active and important areas of empirical inquiry—memory and conceptualization—to acquaint readers with contemporary research in the field. Given increased contact with the related areas of cognitive science, behavioral neuroscience, and behavioral ecology, comparative cognition should continue in its 2nd century to make significant contributions to the overall understanding of the principles of behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational psychology's first century.

Educational psychology mediates between the disciplines of psychology and education. Scholars have seldom agreed on a single definition of the field but have incorporated knowledge from several areas. The discipline of educational psychology was fostered primarily in the US by such eminent psychologists as W. James, E. L. Thorndike, and J. M. Cattell. Over the past century, several philosophical and scientific movements influenced the field, the most recent example being cognitive theory. In 1990, the 1st extensive citation analysis was conducted, illustrating the field's increasing maturity and diversity. Educational psychologists have many opportunities to shape policy during the current period of national educational reform. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The power of multiple methods and evidence sources: Raising the profile of Canadian counselling psychology research.

In counselling psychology, research and practice are viewed as mutually informative, and Canadian counselling psychologists conduct research in a wide range of areas, utilizing a wide range of research methods. However, there are few Canadian publications that give prominence to counselling psychology scholarly work. Over the past decade, two trends have become more prominent in the practice of counselling psychology: evidence-based practice and outcome-focused intervention. Traditionally, empirical evidence for the efficacy of practice interventions has come from randomized controlled trials. This fails to reflect the diversity of methods and practice that Canadian counselling psychologists utilize. To address this discrepancy, in this article we provide some alternate ways for obtaining empirical support for the predictive efficacy of counselling interventions. We conclude by addressing some challenges currently facing counselling psychologists in Canada (i.e., publication venues, funding for research, the connection between research and practice, preparation of students) and describing some ways for raising the profile of counselling psychology research and practice in Canada. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On the uses of psychological theory and research in the process of ethical inquiry.

The question addressed here is whether psychological theories and empirical data can play any useful role in the normative enterprise of determining what is normal. Work within four approaches to moral psychology is evaluated. Considered here are (a) the taxonomic approach; (b) the dialectical approach; (c) the cognitive-developmental approach; and (d) the constructionist, interactional approach. The philosophical objections to moral psychology are discussed, including (a) the naturalistic fallacy, (b) the implications of teleological and deontological analyses, (c) the problem of scope, (d) confusions in everyday moral language, (e) sociocultural and sociohistorical analysis, and (f) noncognitivism and irrationalism. Two suggestions are offered concerning how empirical evidence may appropriately be introduced into the process of ethical inquiry. First, research may be used to evaluate claims regarding human nature in the moral realm. Second, empirical evidence can be used to assess the factual status of teleological moral claims. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obituary: William Kessen (1925–1999).

Memorializes William Kessen, a psychologist who pursued at least three distinct careers in psychology, all of them pathbreaking. Moving from a more empirical approach which he espoused before the cognitive revolution, Kessen abandoned the study of rats for the study of children—first probing their earliest sensory and perceptual development, and later also their changing place in culture and history. From the 1950s to the 1970s, historical and philosophical publications appeared periodically in his burgeoning bibliography, including, from his positivistic era, the treatise The Language of Psychology (with G. Mandler, 1959). In 1965 Kessen published The Child, a documentary history of childhood that laid the groundwork for much of his later historical writings. In The Child he selected and commented on primary works representing many medical, religious, philosophical, psychological, and pedagogical roots of contemporary developmental psychology. Childhood in China (1975) captured Kessen's observations while leading a delegation from the US State Department to study early education in China. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Representing and using numerical information.

Issues of mental representation are central to cognitive psychology and indeed to psychology in general. This article synthesizes recent theoretical and empirical research concerning cognitive representations in one specific domain, that of numbers. First, several forms of cognitive numerical representation are defined, and the roles the various forms may play in numerical processing are considered. Then, two current representational issues that have generated some controversy are examined: In what form are arithmetic table facts (e.g., 4?×?7?=?28) stored in memory, and what forms of representation are involved in converting numerals from one form to another (as in reading 604 aloud as "six hundred four")? In the course of the discussion the major current theories of numerical cognition are described, with emphasis on how they differ in their assumptions about numerical representations and how these differences are reflected in the positions taken on various specific issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)