TICS-1280; No. of Pages 7ReviewCognitive approaches to emotionsKeith Oatley1 and P.N. Johnson-Laird21Department of Applied Psychology and Human Development, University of Toronto, 252 Bloor Street West, Toronto,Canada M5S 1V62Department of Psychology, Green Hall, Princeton University, Princeton, NJ 08540, USACognitive approaches offer clear links between how emotions are thought about in everyday life and how they areinvestigated psychologically. Cognitive researchers havefocused on how emotions are caused when events orother people affect concerns and on how emotions influence processes such as reasoning, memory, and attention. Three representative cognitive theories of emotioncontinue to develop productively: the action-readinesstheory, the core-affect theory, and the communicativetheory. Some principles are common to them and divergences can be resolved by future research. Recent explanations have included how emotions structure socialrelationships, how they function in psychological illnesses, and how they are central to music and fiction.How cognitive psychologists approach emotionsThe study of emotions has recently expanded in psychology. It has extended, too, into fields that range from historyto neuroscience and from literary theory to psychiatry.Intense debates now occur on definitions of emotions, onwhat the best measurements are, and even on whetheremotions are real psychological states. These debates canmake the field seem confusing. Cognitive approaches,based on the mind’s organization of conscious and unconscious knowledge, offer a clarifying perspective becausethey focus on the fundamental issues of how emotions arecaused and what their effects are.According to cognitive approaches, emotions are important because they relate outer events and other people toinner concerns. A principle of these approaches is that anemotion is a judgment of value (Aristotle, Rhetoric, 1378a);for instance, that a particular event is important, that it ispleasant to be with a certain person, or that a specificconcern is urgent. So an emotion is not just physical, like asneeze. It is an evaluation, now called an ‘appraisal’ [1,2].This concept is critical because, in a world that is not fullypredictable [3,4], evaluation of the significance of everydayevents and of people with whom one interacts makesemotions central to life.So, if you are helping a colleague at work and someonesays something derogatory, you may have an emotion. YouCorresponding author: Oatley, K. (email@example.com).Keywords: action readiness; affect; appraisal; communication; emotion; psychologicalillnesses.1364-6613/ – see front matterß 2013 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.tics.2013.12.004judge what the person says as an insult that undermineswhat you are doing and threatens your status (a cognitiveappraisal). Neurophysiological processes prepare you for anew action, your heart pumps faster (a bodily change), youfeel anger mounting within you (a subjective experience),you grimace (a facial expression), and you may say something vindictive (a new action). A typical emotion accordingly combines appraisal, physiological change, experience,expression, and action.Not everyone accepts cognitive approaches. Some people think, as did William James, that emotions are perceptions of bodily states . Others, such as Ekman, champion‘affective science’ based on physiology and ethology .Cognitive approaches have, however, been growing [7,8].Here we present three cognitive theories of emotions thatare developing productively. We show commonalitiesamong them and indicate research that needs to be donein the multidisciplinary area of understanding emotions.Three cognitive theories of emotionsAction-readiness theory of emotionsThe longest standing cognitive theory of emotions thatremains under active development is Frijda’s actionreadiness account [9–11]. Like Ortony, Clore, and Collins’scomponential theory [12,13], to which it is comparable,Frijda’s theory holds that emotions are built from elementsthat are not themselves emotions. For the componentialtheory, these are stimulus–response pairs; for Frijda theyare ‘ur-emotions’, states of readiness for certain kinds ofaction , each of which gives priority to a particular goal.Frijda postulates that appraisal yields pleasantness orunpleasantness, with its tendency to approach or to avoid.Such simple appraisals can be automatic and unconscious,as Clore and his colleagues have shown in experiments onpriming and on how emotions can be informative .States of readiness have motivational properties. Theyimpart an urgency to establish, maintain, or modify theindividual’s relationship with the event or person thatcaused the emotion by an action intended to achieve themotivational state’s aim. Different states of action readiness have different aims, generated by appraisal of whichaspects of the event that elicited an emotion should beenhanced or diminished. In joy, for instance, an aim is toenhance engagement in the current situation. In fear theaim is to diminish danger.Frijda has ranged widely in his analyses, from what it isto fall in love, to the nature of vengeance, to emotions inmovies. In his account emotion is not a state but a process,and cognitions can regulate each of its phases [9,15]. AnTrends in Cognitive Sciences xx (2013) 1–71
TICS-1280; No. of Pages 7Reviewemotion can prepare for many kinds of action, individualand social. The readiness is all.The theory of action readiness is based on evidence thatdifferent emotions relate both to different appraisals andto different states of readiness for kinds of action [2,11]. Ithas led to computational models , analyses of Chinesepoetics , and cross-cultural studies .Core-affect theory of emotionsRussell  has proposed that underlying any emotion iscore affect, a state with two dimensions: level of arousaland pleasure versus displeasure. This theory has beenaugmented by Barrett and other colleagues [20,21].Core affect results from internal or external causes, butpeople have no introspective access to what causes it. It is acontinuous 2D assessment of one’s current state. It can beexperienced as free floating, but it can also be attributed toan object.Like Schachter and Singer’s theory , the core-affecttheory postulates two stages in generating an emotion. Thefirst is of arousal (with an added pleasure–displeasuredimension) and the second is of social construction. Likeappraisal, social construction is of long standing in cognitiveapproaches to emotions. Following this approach, core affectprompts experience of an emotional episode constructedfrom social customs and cultural ideas, as a prototype ofanger, fear, or suchlike. An emotion prototype comprises anevent, the perception of its core-affective quality, attributionof the emotion to an object, continuing appraisal of theobject, and action directed toward the object.The intuition behind the theory of core affect is thatalthough people talk of emotions such as anger and fear,such states are not distinct and they are not evolutionaryuniversals. As prototypes, they overlap. Evidence includesfacial expressions being less categorical than Ekman hasproposed in his arguments for emotions as universals[6,23,24] and the finding that variations of emotions withina category such as fear are as wide as those across acategory boundary, say between fear and anger . Thetheory has been applied to the nature of emotional feelings and neural bases of emotion [26,27].Communicative theory of emotionsThis theory postulates that emotions are communicationswithin the brain and among individuals [28,29]. It postulates that distinct basic emotions evolved as adaptations insocial mammals . Rapid appraisals of situations inrelation to current goals fall into a small number of genericevents, such as trains of action going well, losses, frustrations, and dangers. Appraisals are cognitive, although notnecessarily conscious. They are signals that set body andmind into modes that have been shaped by evolution andindividual experience to prompt a person toward certainkinds of action appropriate to the generic event and toimpart urgency to these actions.Appraisals can occur anywhere in a hierarchy of brainprocesses. Emotional signals and the propositional contents of their appraisals are separate communications inthe brain (Figure 1). Emotional signals are basic in thesense of being evolutionary adaptations, although thisproposal has been disputed [13,26]. Because basic emotions2Trends in Cognitive Sciences xxx xxxx, Vol. xxx, No. .126.96.36.199.53.6TRENDS in Cognitive SciencesFigure 1. Cognitive modules in the brain according to the communicative theory ofemotions. (A) How an emotional signal spreads diffusely from one module (2.3) toturn on some modules (2.2 and 3.4) and turn off others (3.5 and 3.6). The resultingstate is a distinctive mode, tuned to respond to a recurring kind of event in theenvironment. In the mode of the basic emotion of fear, for instance, vigilance fordanger in the environment is turned on and continuance of a current plan is turnedoff. (B) How, in addition, propositional signals pass along specific pathways andcan indicate the cause and object of the emotion. Usually these two kinds of signalcombine so that a diffuse emotional signal initiates an emotion and propositionalmessages enable the experiencer to recognize its cause and object.are without propositional content, their repercussions inconsciousness are experiences without awareness of theircauses. However, they are usually accompanied by anawareness of propositional contents about their causesand the objects to which they are directed.Some basic emotions – happiness, sadness, anger, andfear – can occur without an object, but others necessarilyhave objects; these include love and hatred as well asdisgust, which can be directed at substances or people. Table 1 summarizes the basic emotions.Other emotions are complex. These derive from basicemotions, but they arise from appraisals that necessarilyhave propositional content, usually recognized consciously,that concerns one’s self (i.e., the mental model one has ofone’s self), which embodies one’s ideals. They includejealousy, in which fear, anger, or hatred arise from anappraisal that a third person threatens a relationship, andembarrassment, in which fear of ridicule arises from anappraisal of its possibility. With complex emotions, propositional contents act as triggers and they therefore vary,with aspects being socially constructed from culture andindividual development.Emotions are also communications to others, by gestures, postures, facial expressions, and verbalizations.Emotions often produce empathy in others and they cancreate and maintain relationships such as happy cooperation or angry conflict.Evidence for this theory includes reports from peoplewho keep emotion diaries (see below). These reports showthat people tend to experience emotions when events affecttheir goals or plans, that happiness, sadness, anger, andfear can occur without propositional content, and that suchfree-floating emotions comprise 6% of reported episodes. The communicative theory has been applied to thesemantics of emotion terms , to effects of emotion on
TICS-1280; No. of Pages 7ReviewTrends in Cognitive Sciences xxx xxxx, Vol. xxx, No. xTable 1. Basic emotions, some of which (according to the communicative theory) can be free floating although some must haveknown objects, along with antecedents and consequences for individual and relational actionEmotions that can be free nxietyEmotions with necessary objectsAttachment loveParental loveSexual loveHatredDisgustAntecedentsSucceeding in goalsFailing in goals; loss or separationObstruction to goalsThreat to self-preservationObject of emotionCaregiverOffspringPartnerObject of emotionNoxious entityreasoning (Box 1), to the emotional significance of fiction(Box 2), to music (Box 3), to film , and to psychologicalillnesses (see below).How three cognitive theories of emotion concur anddifferThe three theories presented here are not the only onesbeing developed, but they are representative of cognitiveapproaches to emotions. They accept that experiential,physiological, and behavioral aspects are typical but notinvariable in emotions and that measures of these aspects donot always cohere , so they avoid problems of whetherany one measure always indicates an emotion. Clarificationalso occurs by seeing, as shown in Figure 2, how emotionbased states have different time courses, from a few secondsfor facial expressions to minutes or hours for experiences ofBox 1. Emotions can enhance reasoningHumans are rational – otherwise science, mathematics, and evensurvival in daily life would be at risk – and they enjoy exercising theirinferential ability . But they also err, and a common belief is thatemotions impair reasoning. Certainly, a person in a panic attack is nota paragon of inferential competence. A crucial distinction, however, iswhether an emotion is incidental to a reasoning task or emergesnaturally from it [62,63]. When an emotion arises from the task, arecent hypothesis is that reasoners are more motivated and morelikely to consider possibilities that they would otherwise neglect .In one study, participants were asked to remember an episode in theirlife in which they had felt guilty. The memory induced the emotion,which enabled them to deduce more possibilities consistent with apremise than did a control group. The effect occurred only when theyreasoned about a scenario concerning guilt. Emotions can similarlyreduce the erroneous tendency to confuse the truth of a conclusionwith the validity of its inference [51,64,65].Blanchette and her colleagues have demonstrated effects onreasoning of emotions elicited in real life. British war veterans withpost-traumatic stress disorder evaluated deductions about war betterthan deductions about neutral topics . Likewise, after the terroristattacks in London, UK on 7 July 2005, the nearer participants were tothe attacks, the greater the proportion who correctly evaluateddeductions concerning terrorism; those in London were moreaccurate than those in Manchester, UK, who in turn were moreaccurate than those in London, Ontario, Canada . The differencebetween the Mancunians and Canadians had disappeared 6 monthslater, but the UK Londoners still reasoned more accurately aboutterrorism than the other groups. The three groups differed appropriately in the intensity of their emotions, so the effect depended onemotions. Not all studies show an enhancing effect of emotion, andextraneous emotions do not help, but other factors may matter:contents evoking negative emotions may have low utility because thesituations they evoke are undesirable .ConsequencesContinue, modifying as necessary; cooperateSearch for new plan; do nothing, abandon lost relationshipAggression, conflict with othersSubmit or escape, join with others in avoidanceConsequencesMaintain contactNurture, protectCourtship, sexual activityTreat without considerationExpel or rejectemotion (a principal focus of cognitive theories), months forpsychological illnesses, and lifetimes for emotion-basedtraits of personality. Here again no single criterion identifiesall emotional states with measures that range fromBox 2. Literature can enhance emotions and empathyFrom the earliest surviving written stories to the present, literature hasfocused on emotions. These emotions are not just those of literarycharacters; more importantly, they are our own. Although fiction elicitsother emotional processes [69,70], its main process is identification. Inthis case, the principle of metaphor – in which one thing can besomething else – is extended: we can be our own selves and we can beAchilles or Anna Karenina. In a process of mental simulation [71,72],we put aside our day-to-day concerns and insert the protagonists’goals into our own planning processors – we take on their intentions asour own – and experience emotions related to what happens in thestory. The emotions are empathetic  and studies corroborate thecommunicative theory’s focus on goals and interpersonal relations. Byway of empathy, happiness tends to prompt happiness, anger toprompt anger, sadness to prompt sadness, and fear to prompt fear.In the first studies of this issue, the amount of fiction andnonfiction that people read was measured. Then, using the Mind inthe Eyes Test  see Figure I, it was found that the more fictionpeople read, the better were their empathy and understanding ofothers , but the effect did not occur with reading nonfiction.Subsequently, experiments have shown that reading fiction ascompared with nonfiction caused increases in empathy and understanding of others as measured by the Mind in the Eyes Test and by questionnaire . Also, when people read artistic literature,their personalities changed by small amounts, and not all the samedirection as with persuasion, but for different people in their ownways. The size of the change depended on the amount of emotionthe participants experienced during reading .TRENDS in Cognitive SciencesFigure I. An item from Baron-Cohen et al.’s 36-item Mind in the Eyes Test. Thistest measures empathy and the understanding of others’ minds. Participantshave to choose, for each item, one of four terms by which to interpret what theperson in the photograph is feeling and thinking. For this item the terms are‘reflective’ (correct), ‘aghast’, ‘irritated’, and ‘impatient’. Compared withreaders of nonfiction, people who read fiction – with its subject matter ofintentions and emotions in the social world – scored higher on this test both inlong-term associations  and in experiments . Reproduced withpermission from Figure 2 in .3
TICS-1280; No. of Pages 7ReviewTrends in Cognitive Sciences xxx xxxx, Vol. xxx, No. xBox 3. Music can create basic emotionsStories can evoke real emotions about unreal events. You can laughor weep about what you know are fictions. Music is more puzzling,because it can move you even if it refers to nothing; the music is notso much the object of your emotion as its cause. Most listeners cantell that different pieces of music communicate different emotionseven if they do not experience these emotions on listening to themusic . Yet, for over a century, psychologists have shown thatlisteners report that music creates real emotions in them [33,80].Brain-imaging studies confirm this conclusion [81–83].Music often has extra-musical associations, and listeners canproject different interpretations on the same piece of music. Thesetwo phenomena lead to the view that music can communicateemotions that have an object, such as love, and emotions that arecomplex, such as nostalgia. By contrast, the communicative theoryimplies that music can convey only basic emotions with no objects(see Table 1 in main text). The great 19th century critic EduardHanslick made a similar argument, and evidence corroborates it [84–86]. Even the Mafa in Cameroon, who had never heard Westernmusic, recognized it as happy, sad, or frightening .Unconscious appraisals must respond to cues in music that leadto basic emotions. The rapidity of the process implies that it iswithout access to working memory and has minimal computationalpower. Once again, Aristotle (Politics, 1340a11 et seq.) seems tohave had the right idea. The cues are mimetic: music mimicsemotional behavior, speech, and thought , as follows. happiness – medium tempo, loud, wide range of pitches inmelody, major scale, consonant; sadness – slow tempo, soft, low pitch, small range of pitches,minor scale, mildly dissonant; anxiety – rapid tempo, moderate volume, low pitch, minor scale,dissonant; anger – rapid tempo, loud, high pitch, minor scale, dissonant.Studies have confirmed effects of scales  and tempi .Music with mixed cues, such as a major key but a slow tempo, elicitsmixed emotions .physiological and behavioral indices, through self-reports,to interviews and questionnaires.The most distinctive theme of the theories presentedhere is that emotions are caused by appraising events inrelation to concerns. Despite debates over definitions andcriteria, there is agreement among the three theoristspresented here, as well as in the whole community ofIni yappraisal,self-reportedemo onsMoodsPsychological illnessesPersonality traitsSeconds Minutes Hours Days Weeks Months Years Life meTRENDS in Cognitive SciencesFigure 2. Time spectrum of different emotional phenomena. Initial appraisals withaccompanying physiological changes and expressions last only a few seconds.Episodes of emotion that people can report and discuss with each other tend tolast for minutes or hours, sometimes longer. Moods tend to last for hours, days, orweeks. Psychological illnesses (emotional disorders), such as depression andanxiety states, are mostly defined as lasting at least 2 weeks. Emotion-based traitsof personality such as shyness or cheerfulness can last a lifetime.4emotion researchers, that emotions are generally causedin this way . The theories presented here concur inpostulating an initial automatic appraisal that does notrequire conscious processing, then a secondary appraisalthat often includes conscious reflection on the meaning ofthe emotion and that can lead to new intentions. A thirdphase of appraisal is social, when emotions are verballyconfided to others . Other influential themes, shared bythe theories, are that emotions involve an urge to actionwith accompanying arousal, that they include a largecomponent of social and idiosyncratic construction, andthat they have functions in social relating.The theories diverge on three main issues. First, theydiffer in the result of initial appraisals. The action-readiness theory postulates states of readiness as results. Thecore-affect theory postulates a state of pleasure or displeasure. The communicative theory postulates a small set ofbasic emotions. Second, the theories differ about the natureof basic emotions. The ur-emotions of the action-readinesstheory vary from pleasure to pain and core affect has adimension from pleasure to displeasure, so for these theories there are just two basic states, positive and negative.By contrast, according to the communicative theory,appraisal yields one or more of a small set of basic emotions. Although happiness is pleasant and sadness, anger,and fear are generally unpleasant, it does not follow thatonly these two fundamental (basic) emotional states exist.No more does it follow that only two aqueous solutionsexist because any solution is either acidic or alkaline.Third, the theories differ about the role of goals and plansin emotion. Both the action-readiness and communicativetheories postulate that they are critical to the function ofemotions in guiding action. The core-affect theory assumesthat appraisals are simple and yield only states of arousaland pleasure or displeasure, followed by social construction of emotional experience from prototypes. Approachesthat neglect goals and plans tend to be less good at elucidating causes and effects of emotions . Several outstanding problems in research on emotions reflect thesedivergences (Box 4).Evidence for cognitive approachesIn investigating cognitive approaches, Roseman and Evdocas have shown experimentally that appraisals are not justpost hoc impressions, but causes of emotions . It hasalso been found that appraisal rather than the situationdetermines the emotion; appraisal predicts the intensity ofemotions and the same sorts of appraisal yields the samesorts of emotion . The best method of reducing theintensity of a distressing emotion once it has started isreappraisal of events giving rise to it and of the currentsituation .Because cognitive approaches propose that emotionsrelate events to concerns, investigations based on emotiondiaries, kept by people who can report on both events andconcerns, are apposite. Proponents of the three theoriesdiscussed here have used them [32,40,41]. In one method,participants keep a diary of episodes of emotion and recordwhat happened, what their emotion or emotions were,what their goals or concerns were, who else was there,and so on. Diaries of this kind have shown that in 31% of
TICS-1280; No. of Pages 7ReviewBox 4. Outstanding questions What is the basis of emotional experience? Is it positive-versusnegative valence , a small number of basic emotions , or alarger number of states of action readiness ? Are emotional terms in natural languages coherent  and cantheories of emotion explain them? Can a cognitive theory of emotion be implemented in a computermodel  that can infer emotions from stories? Current theories of emotion tend to concern individual experience. Can they, and their accompanying methodologies, beextended to deal with social roles of emotions? What part does consciousness play in emotional life? Pankseppproposes that emotion is the original form of consciousness .He also proposes a set of basic emotions that each has anunderlying neural system. Baumeister and Masicampo proposethat consciousness is a simulation that relates past experience tocurrent social and emotional concerns and to possible actions. Can these two theories be integrated in a testable way?episodes two or more emotions occurred simultaneouslyand in 30% of episodes emotions changed as they proceeded. A corollary is that emotional regulation in daily lifemay be less a matter of adjusting the intensity of anemotion and more a matter of selecting which emotionto attend to . Using a different method, experiencesampling in which people record their emotion when signaled to do so at random times, it was found that those whofocused on pleasure and displeasure experienced the largest changes in self-esteem . In another diary method,participants look out for events likely to produce emotions.In one study, people looked out for something going wrongin an arrangement with someone else. When this occurred,people were good at recognizing anger in the other person, which according to the communicative theory  setsup a relationship of conflict, but they were bad at recognizing some other emotions, especially shame.Emotions affect other psychological functions. Memoryfor events with emotional aspects is better than that forevents without them . Likewise, emotions affect attention. Happiness tends to broaden it. Anxiety tends tonarrow it [45,46].In research on social effects of emotions, the ultimatumgame has been used. In it, one player is asked how to sharea sum of money with another player. If the second playeraccepts, both keep the suggested shares. If the secondplayer declines, neither gets anything. Economic considerations imply that the second player should accept anyamount greater than zero, but decisions to accept hinge onemotional reactions to the fairness of the proposed division.An offer such as 1, of 10 to be shared, engenders angerand disgust and it is usually rejected . Emotions candrive social decisions.An important corroboration of cognitive approaches toemotions is in their wide application to different aspects ofmental life. In particular the communicative theory has ledto studies of how emotions affect reasoning (Box 1), of howreading literature enhances empathy (Box 2), and of howmusic can prompt emotions (Box 3). As the following sectionshows, it also offers an explanation of psychological illnesses.Emotions and psychological illnessesHard-nosed psychiatrists attribute psychological illnessesto defects in the brain; psychoanalysts attribute them toTrends in Cognitive Sciences xxx xxxx, Vol. xxx, No. xunconscious conflicts; cognitive therapists attribute themto faulty reasoning . A recent development, however,proposes that psychological illnesses are due to emotionsexperienced more intensely than usual [49,50]; such illnesses are, indeed, emotional disorders. In such a disorder,a cognitive appraisal elicits a basic emotion appropriate tothe situation, but excessive in its intensity: a hyper-emotion. Hyperintense anxiety about health can become hypochondria, hyperintense fears can become phobias,hyperintense sadness can become depression, and hyperintense anxiety and disgust can cause obsessional–compulsive disorder. Patients are often aware of the cause oftheir emotion, but not of why it is so intense.A small-scale epidemiological study based on psychiatric reports about the onset of patients’ illnesses showedthe prevalence of basic emotions . One exception wasthat obsessive–compulsive people often reported guilt, acomplex emotion. The study did not include anger, becauseits role in psychopathology is poorly understood .Brain-imaging studies bear out the role of basic emotionsin psychological illnesses . One way to diagnose psychological illness is to examine how people react to emotions [53,54]. Contrary to a major tenet of cognitivetherapy, patients tend to reason better than control participants, but only with inferences relevant to their illness. Studies also show that psychiatric patients tend to beless emotionally intelligent than others [56,57]. If a hyperemotion does not wane spontaneously, a therapeutic goal isto deter unconscious transitions leading to it.Concluding remarksCognitive theorists propose that emotions are sources ofvalue that originate in cognitions. These cognitionsappraise events: real as in everyday life, imagined as infiction, or abstract as in music. The nature of the emotionthat occurs is a matter of controversy. It may derive froman ur-emotion of action readiness or from core
Cognitive approaches have, however, been growing [7,8]. Here we present three cognitive theories of emotions that are developing productively. We show commonalities among them and indicate research that needs to be done in the multidisciplinary area of understanding emotions. Three cognitive theories of emotions Action-readiness theory of .
Saw emotions as 'thoughts' that cause us to misunderstand the world misery and frustration. We should avoid them and aim for 'bliss' Hume (1711-1776) Gave more cognitive importance and complexity to the emotions Related emotions to ethics - 'good' and 'bad' emotions Kant (1724-1804)
No such thing as good emotions or bad emotions Everyone shows their emotions differently They are the best way for people to communicate with one another especially if language is a barrier You need to understand how your emotions affect others Emotions can be mild or intense -or anything in between
chology, e.g., Ekmans emotions  and Plutchik's emotions . Our work is based on the popular Parrott's wheel of emotions  which organizes emotions in the form of a tree with primary, secondary and tertiary emotions. This hierar-chical grouping is more interpretable and can potentially help to learn a better
Emotions can be mild, intense, or anywhere in between. The intensity of an emotion can depend on the situation and on the person. There are no good or bad emotions, but there are good and bad ways of expressing (or acting on) emotions. Learning how to express emotions in acceptable ways is a separate skill — managing emotions — that
The cognitive function of emotions refers to the cognitive and discursive process of schematization (Grize, 1996, 1997). The social function of emotions refers to recognition-oriented behaviors that correspond to engagement into specific types of group talk (e. g. Mercer, 1996). An in dept
A COGNITIVE THEORY OF EMOTIONS 31 As part of the argument that emotions have important cognitive func- tions, we propose that they are part of a management system to co-ordinate each individual's multiple plans and goals under constraints of time and other limited resources. We go beyond Simon's (1 967) suggestions along
– Understanding likely limits of automatic approaches . Emotions and Cognitive Load 13. Emotions and CL: Psychology Psychology has much to say about emotions – Origins of emotion are in survival and evolution Also a signallin
may be taken on an instrument with only one manual. Consequently, in Grades 1–3, some notes may be transposed or omitted, provided the result is musically satisfactory. Elements of the exam All ABRSM graded Organ exams comprise the following elements: three Pieces; Scales, arpeggios and exercises; Sight-reading (with an additional Transposition exercise in Grades 6–8); and Aural tests .