Voici les éléments 1 - 10 sur 104
  • Publication
    Accès libre
    Emotions and Evaluative Knowledge. A Perspective on Epistemic and Moral Potential of Anger
    (2024-01-25)
    Gambaro, Antoinette
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    This thesis aims to explore emotions from an epistemic and normative philosophical perspective, delineating their indispensability for evaluative knowledge, and elucidating ways to promote this specific form of knowledge. Specifically, I will focus on the emotion of anger, given its tendency to provoke heightened disagreements among philosophers in moral and normative domains. I will advocate for an attitudinalist account, which, in comparison to other theories, appears to better explicate the epistemic role of all emotions, including anger. According to the attitudinalist account, anger grants us insight into the reasons behind the offensiveness of a situation or event. The text delves not only into the potential epistemic role of anger but also its moral implications within a democratic context, as its expression fosters evaluative knowledge crucial for combating social injustice. Finally, I defend an epistemic perspectivism; emotions concern an alternative form of knowledge that diverges from the traditional paradigm in that it does not seek absolute objectivity; rather, truth is contingent upon the emotional experiences of the subject.
  • Publication
    Accès libre
    From learning about social categories to holding stereotypes. Investigating the acquisition of stereotypes in childhood and their effects on adults’ information processing
    Assuming that boys are better at math than girls, expecting that Swiss people love to eat chocolate, or inferring that senior citizens are not at ease with new technologies, all reflect stereotypical expectations about specific social categories. The term “stereotype” refers to shared sets of expectancies about the likely personality, behaviors, preferences, or physical features of social category members. From a cognitive perspective, stereotypes are energy saving devices – mental shortcuts – that allow perceivers to spare processing costs when navigating their complex social environment. Yet, inferring people’s preferences, behaviors, or personality from their category membership can also lead to incorrect predictions, to offensive assumptions, or even to discriminatory behaviors. The present dissertation aims to shed light on the mechanisms by which we form expectations about social categories, and how these expectations impact information processing. Specifically, the first part of this dissertation provides a developmental perspective on how children learn about social categories. It specifically examines how children learn to make inferences about social categories, and the conditions under which children start attributing properties to social category members. The second part of this dissertation turns to the resulting stereotypes that adults hold about social categories, and how these stereotypes modulate information processing. This part focuses on the mental processes that underlie stereotyping and assesses how the processing of written texts is affected by items that confirm versus contradict stereotypical expectations. Together, this dissertation provides a cognitive and developmental perspective on the acquisition of stereotypes and their later effects on information processing. In doing so, this dissertation will hopefully bring a better comprehension of the foundational cognitive processes that underlie stereotyping and its consequences.
  • Publication
    Accès libre
    La fabrique des croyances chez l'enfant. Une histoire naturelle de la croyance
    (Paris: Odile Jacob, 2023)
    Pourquoi croyons-nous que quelque chose est vrai ? Et qu’est-ce qui peut nous faire douter ? Fabrice Clément explore ici la genèse de la croyance – la manière dont se « fabrique » ce que nous jugeons réel. Croyons-nous ce qui est vérifié ? ce qu’on nous a dit ? ce qui nous permet de partager les représentations de notre communauté ? Ce livre explore ce que l’on peut savoir des croyances en partant du développement de l’enfant. Au croisement des sciences humaines et des sciences de la vie – en particulier des sciences cognitives –, Fabrice Clément analyse les manières de tenir pour vraie une représentation, le rôle des croyances dans nos existences et dans nos comportements. Le but est de comprendre comment des penchants naturels, des émotions et des effets culturels s’articulent pour déclencher l’adhésion ou le refus de croire – comment, par exemple, une histoire inspirante peut susciter un projet de vie, ou comment les fake news peuvent prospérer en dépit des faits.
  • Publication
    Accès libre
    Am I really seeing what’s around me? An ERP study on social anxiety under speech induction, uncertainty and social feedback
    (2022-2-9)
    Tipura, Eda
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    Renaud, Olivier
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    Pegna, Alan J.
    Cognitive models of social anxiety propose that socially anxious individuals engage in excessive self-focusing attention when entering a social situation. In the present study, speech anxiety was induced to socially anxious and control participants. Event-related potentials were recorded while participants performed a perceptual judgement task using distinct or ambiguous stimuli, before and after social feedback. Disputed feedback led to more revisions and decreased levels of confidence, especially among socially anxious individuals. Prior feedback, greater occipital P1 amplitudes in both groups for ambiguous probes indicated heightened sensory facilitation to ambiguous information, and greater anterior N1 amplitudes for ambiguous stimuli in highly anxious participants suggested anticipation of negative feedback in this group. Post-feedback, P1, N1 and LPP amplitudes were reduced overall among socially anxious individuals indicating a reduction in sensory facilitation of visual information. These results suggest excessive self-focusing among socially anxious in- dividuals, possibly linked to anticipation of an anxiety-provoking social situation.
  • Publication
    Accès libre
  • Publication
    Accès libre
    The rise of affectivism
    (2021-7-24) ;
    Abrams, Kathryn
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    Adolphs, Ralph
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    Ahmed, Mohammed E.
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    Beatty, Andrew
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    Berridge, Kent C.
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    Broomhall, Susan
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    Brosch, Tobias
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    Campos, Joseph J.
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    Clay, Zanna
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    Cunningham, William A.
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    Damasio, Antonio
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    Damasio, Hanna
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    D'Arms, Justin
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    Davidson, Jane W.
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    de Gelder, Beatrice
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    Deonna, Julien
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    de Sousa, Ronnie
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    Ekman, Paul
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    Ellsworth, Phoebe C.
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    Fehr, Ernst
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    Fischer, Agneta
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    Foolen, Ad
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    Frevert, Ute
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    Grandjean, Didier
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    Gratch, Jonathan
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    Greenberg, Leslie
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    Greenspan, Patricia
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    Gross, James J.
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    Halperin, Eran
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    Kappas, Arvid
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    Keltner, Dacher
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    Knutson, Brian
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    Konstan, David
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    Kret, Mariska E.
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    LeDoux, Joseph J.
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    Lerner, Jennifer S.
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    Levenson, Robert W.
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    Loewenstein, George
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    Manstead, Antony S.R.
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    Maroney, Terry A
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    Moors, Agnes
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    Niedenthal, Paula
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    Parkinson, Brian
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    Pavlidis, Ioannis
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    Pelachaud, Catherine
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    Pollak, Seth D.
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    Pourtois, Gilles
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    Roettger-Roessler, Birgitt
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    Russell, James A.
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    Sauter, Disa
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    Scarantino, Andrea
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    Scherer, Klaus
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    Stearns, Peter
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    Stets, Jan E.
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    Tappolet, Christine
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    Teroni, Fabrice
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    Tsai, Jeanne
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    Turner, Jonathan
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    Van Reekum, Carien
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    Vuillemier, Patrick
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    Wharton, Tim
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    Sander, David
    Research over the past decades has demonstrated the explanatory power of emotions, feelings, motivations, moods, and other affective processes when trying to understand and predict how we think and behave. In this consensus article, we ask: has the increasingly recognized impact of affective phenomena ushered in a new era, the era of affectivism?
  • Publication
    Accès libre
    The ABC of Social Learning: Affect, Behavior, and Cognition
    (2021-7-22) ;
    Bazhydai, Marina
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    Sievers, Christine
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    Debates concerning social learning in the behavioral and the developmental cognitive sciences have largely ignored the literature on social influence in the affective sciences despite having arguably the same object of study. We argue that this is a mistake and that no complete model of social learning can exclude an affective aspect. In addition, we argue that including affect can advance the somewhat stagnant debates concerning the unique characteristics of social learning in humans compared to other animals. We first review the two major bodies of literature in nonhuman animals and human development, highlighting the fact that the former has adopted a behavioral approach while the latter has adopted a cognitive approach, leading to irreconcilable differences. We then introduce a novel framework, affective social learning (ASL), that studies the way we learn about value(s). We show that all three approaches are complementary and focus, respectively, on behavior toward; cognitions concerning; and feelings about objects, events, and people in our environment. All three thus contribute to an affective, behavioral, and cognitive (ABC) story of knowledge transmission: the ABC of social learning. In particular, ASL can provide the backbone of an integrative approach to social learning. We argue that this novel perspective on social learning can allow both evolutionary continuity and ontogenetic development by lowering the cognitive thresholds that appear often too complex for other species and nonverbal infants. Yet, it can also explain some of the major achievements only found in human cultures.
  • Publication
    Accès libre
    Le voyage inutile
    (Bruson: Infolio, 2021)
  • Publication
    Accès libre
    La “sociedad” entre naturaleza y artificio. Esbozo de un naturalismo social moderado
    (Rickmansworth: College Publications, 2021)
    Kaufmann, Laurence
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  • Publication
    Accès libre
    Affective Social Learning serves as a quick and flexible complement to TTOM
    Although we applaud the general aims of the target article, we argue that Affective Social Learning completes TTOM by pointing out how emotions can provide another route to acquiring culture, a route which may be quicker, more flexible, and even closer to an axiological definition of culture (less about what is, and more about what should be) than TTOM itself.