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Valence is an inferred criterion from instinctively generated emotions; it is the property specifying whether feelings/affects are positive, negative or neutral. [2] The existence of at least temporarily unspecified valence is an issue for psychological researchers who reject the existence of neutral emotions (e.g. surprise , sublimation). [ 2 ]
Ignoring an obvious negative situation. Outcome bias: The tendency to judge a decision by its eventual outcome instead of the quality of the decision at the time it was made. Pessimism bias: The tendency for some people, especially those with depression, to overestimate the likelihood of
Encoding, in semiotics, is the process of creating a message for transmission by an addresser to an addressee. The complementary process – interpreting a message received from an addresser – is called decoding .
Valence is the subjective spectrum of positive-to-negative evaluation of an experience an individual may have had. Emotional valence refers to the emotion's consequences, emotion-eliciting circumstances, or subjective feelings or attitudes.
Social problem-solving, in its most basic form, is defined as problem solving as it occurs in the natural environment. [1] More specifically it refers to the cognitive-behavioral process in which one works to find adaptive ways of coping with everyday situations that are considered problematic.
Cognitive valence theory (CVT) is a theoretical framework that describes and explains the process of intimacy exchange within a dyad relationship.Peter A. Andersen, [who?] PhD created the cognitive valence theory to answer questions regarding intimacy relationships among colleagues, close friends and intimate friends, married couples and family members. [1]
Manifest functions are the consequences that people see, observe or even expect. It is explicitly stated and understood by the participants in the relevant action. The manifest function of a rain dance, according to Merton in his 1957 Social Theory and Social Structure, is to produce rain, and this outcome is intended and desired by people participating in the ritual.
Steele and Aronson split students into three groups: stereotype-threat (in which the test was described as being "diagnostic of intellectual ability"), non-stereotype threat (in which the test was described as "a laboratory problem-solving task that was nondiagnostic of ability"), and a third condition (in which the test was again described as ...