Critical Feeling Rolf Reber Index More Information

Total Page:16

File Type:pdf, Size:1020Kb

Critical Feeling Rolf Reber Index More Information Cambridge University Press 978-1-107-06019-7 — Critical Feeling Rolf Reber Index More Information INDEX abortion, 12 , 28 – 9 , 173 , 175 school, 185 action war propaganda, 176 automaticity, 134 animals, getting a feeling for, 205 coordination, 142 Antabuse, 117 monitoring, 131 , 134 , 143 anxiety, 79 , 82 , 94 , 97 , 115 – 16 , 119 – 20 moral, 232 – 3 , 236 – 7 at school, 184 – 5 ritualization, 220 social, 115 – 16 spontaneity, see behavior appraisal, see emotion, appraisal virtue, 230 appraisal theory, 67 , 212 addiction Aquinas, Thomas, 12 alcohol, 117 , 150 Arendt, Hannah, Eichmann in aversion therapy, 117 Jerusalem , 85 psychoactive drugs, 150 Aristotle, 21 advertisements, 164 , 166 – 7 , 178 – 9 catharsis, 149 affect, 35, 43 , 54 eudaimonia , 238 bodily feedback, 70 , 82 , 128 – 30 friendship, 236 facial feedback, 65 , 128 – 9 , 169 morality, 32 fl uency, 233 , see also fl uency Nicomachean Ethics , 4 , 229 forecast, 106 Politics , 32 incidental, 169 , 185 Rhetoric , 173 integral, 169 , 185 art negative, 129 – 30 , 147 aesthetics, 199 part of all action, 135 appreciation, 205 part of all cognition, 133 – 5 development of understanding, 214 positive, 52 , 126 , 142 emotion, 211 and violence, 85 forgeries, 206 in the workplace, 78 lookalikes, 207 affective attunement of mothers and medieval ages, 192 infants, see coordination production, 215 aggression, 148 – 51 Romanticism, 211 aha-experience, 51 – 2 , 194 – 7 , 226 social class, 200 alcohol consumption, 69 , 116 – 17 , 172 style, 202 – 4 biases, 114 understanding, 205 – 6 , 208 , 211 – 14 Al-Ghazzali, Abu Hamid, 228 aspiration level and critical feeling, see alienation effect, 209 strategies of critical feeling anger, 36 – 8 , 67 , 129 – 30 , 147 , 149 , 230 theory, 110 action tendency, 38 associative learning, see learning inhibition of expression, 130 attitude politics, 173 – 5, 177 – 8 attitude-behavior link, 3 , 13 , 21 in relationships, 148 components, 3 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-06019-7 — Critical Feeling Rolf Reber Index More Information 288 / Index attitude (cont.) Buber, Martin, 217 , 227 conditioning, 43 by-products feeling, 133 charisma, 104 importance, 29 happiness, 94 , 104 , 126 – 7 , 130 moral, 13 , 20 , 228 , 236 interest, 187 political, 81 , 173 resilience, 122 positive, 97 , 138 , 165 virtue, 104 , 234 attraction, 158 – 9 well-being, 105 attribution, 41 , 222 causal, 77 , 120 , 139 capital punishment, see death penalty misattribution, 47 – 9 card playing by Methodists, 171 Augustine, 12 catharsis, 149 aversion therapy, 116 – 18 censorship, 173 character education, 14 , 21 , 25 balance, sense of, 53 cheating, 151 – 3 baptism, 171 , 227 cheerleaders, 143 Baroquepictorial style, 202 choice and happiness, 109, 158 beauty, 51 churches standards of, 209 Baptist, 171 as truth, 51 , 192 – 3 Catholic, 222 behavior conservative versus liberal, 219 moral, 13 , 139 , 228 , 230 liturgy, 171 , 222 , 226 , 239 ritualized, 220 Methodist, 171 spontaneous, 58 – 9 , 62 , 66 – 7 , 88 , Protestant, 219 114 , 230 civil war, 122 belief see religion close relationships, 148 , see also Bentham, Jeremy, greatest happiness for marriage greatest number, 19 , 103 cognitive load, 138 bereavement, 65 , 121 – 3 , 231 – 2 coherence, 12 beta-blockers, use by musicians, 119 feeling of, see feeling bias logical, 10 habit formation, 235 commitment in marriage, 158 – 9 perception, 133 communism, rituals of, 227 see also judgment, bias compassion, 231 – 2 Bible, 217 conditional statements in social science, big-fi sh-little-pond effect, 183 15 – 16 , 86 , 219 biological preparedness hypothesis, 37 conditioning bootstrapping of emotions, 128 , 244 classical, 43 , 168 boredom at school, 185 , 197 and critical feeling, see strategies of Bourdieu, Pierre critical feeling inculcation of value, 86 evaluative, 169 sociology of taste, 43 , 96 , 146 , 200 – 1 , extinction, 37 203 – 4 , 239 fear, 37 boxing, 150 instrumental, 43 , 146 Brecht, Bertolt, 209 , 211 confi rmation bias, 73 , 154 Breivik, Anders, 85 conformity in groups, 147 broaden-and-build hypothesis, 30 , Confucius 125 – 6 , 238 Analects , 4 bronze medalists as happier than silver habit, 84 , 233 medalists, 183 paradoxes, 232 – 5 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-06019-7 — Critical Feeling Rolf Reber Index More Information 289 / Index virtue ethics, 4 , 22 , 32 , 229 , 232 impulses, 31 consciousness intellectual humility, 12 access versus phenomenal , 34 intellectual integrity, 12 fringe, 35 , 46 versus intelligence, 10 , 92 context moral rules, 231 art-historical, 199 , 205 – 6 , 212 – 13 origin, 18 social, 145 – 6 rationality, 10 – 11 contextualism, 23 , 86 religion, 218 control beliefs, 53 rules, 11 conversion, 82 – 3 skill, 13 cooking, 143 strengths, 11 – 12 coordination teaching, 9 mother and infant, 145 , 220 value, 14 , 16 – 17 movements, 146 why it is not enough, 27 – 33 , 86 coping, repressive, 122 culture counterfactual reasoning, see reasoning, East Asian, 64 counterfactual psychological research, 96 counterfactual thinking, see reasoning, teaching, 189 counterfactual value, 17 – 18 critical feeling defi nition, 60 dance, 142 , 144 , 201, 224 domain generality versus domain Darwin, Charles and marriage, 156 specifi city, 99 Dawkins, Richard, The God Delusion , earlier uses of the term, 243 – 4 33 , 217 , 226 and how to conduct research, 97 death penalty, 12 , 28 , 149 misguided, 85 – 6 deceit, see deception preventing deception, 154 decentering, 68 profi ciency, see profi ciencies of critical deception, 147 , 152 – 3 feeling decision making, 55 , 57 , 76 rational function, see rational and democracy, 174 functions of feelings moral, 229 – 30 relation to emotional competence, 93 spontaneous, 29 , 31 , 232 relation to emotional intelligence, 92 democracy, 175 relation to mindfulness, 95 denial of wrongdoing, 160 relation to positive psychology, 94 depression, 39 , 68 , 94 , 118, 120 , 124 , skill, 85 130 , 150 strategy, see strategies of critical desensitization, 97 , 119 feeling covert, 116 – 17 values, 85 – 6 , 96 , 241 systematic, 116 critical pedagogy, 164 desirable diffi culties, 138 , 144 , 197 – 8 , critical theory, 164 211 , 233 , 235 marketing, 164 De Sousa, Ronald, The Rationality of critical thinking, 10 Emotions , 57 , 90 bias, 15 Dewey, John defi nition, 10 art, 75 , 213 domain generality versus domain ecology of moral reasoning, 24 specifi city, 99 habit, 84 , 236, 240 education, 98 interest, 187 feeling, 25 – 6 , 57 , 184 , 231 reason versus impulse, 3 impartiality, 12 , 15 , 17 , 32 , 154 school and life, 180 , 186 – 7 , 189 , 191 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-06019-7 — Critical Feeling Rolf Reber Index More Information 290 / Index Dewey, John (cont.) electric shocks as aversion therapy, 117 stop-and-think rules, 66 Eliot, George, Middlemarch , 30 , 227 swimming lesson analogy in embarrassment, 120 , 147 education, 161 , 228 emotion, 34 – 5 thinking, 210 action tendency, 36 , 38 , 68 , 130 , 146 , Diogenes of Sinope, 170 174 , 230 discrimination learning, 75 , 203 – 4 appraisal, 36 – 7 , 212 and critical feeling, see strategies of art, 211 critical feeling critical thinking, 25 , 30 disenchantment, 216 – 17 decoding, 152 disfl uency, see fl uency defi nition, 34 , 36 disgust, 36 – 7 , 85 , 168 – 9 expression, 82 , 129 – 30 , 146 , 148 dispositionism, 21 – 2 , 86 facial expression, 70 distance interruption, 57 social relations, 151 linguistic characteristics, 70 violence, 151 masses, 178 divorce, 159 mixed, 40 drinking, see alcohol consumption versus mood, 38 moral, 119 , 228 ease of processing, see fl uency negative, 118 – 19 ease of recall, see fl uency, retrieval politics, 77 , 173 – 6 eating, 69 positive, 30 , 103 , 123 , 125 – 6 biases, 114 processing styles, 174 food choice, 112 rationality of, 57 overeating, 112 – 14 reappraisal, see strategies of critical serving size, 112 , 114 – 15 feeling slow, 113 self-conscious, 36 , 119 spicy food, 148 social context, 145 , 148 , 152 ecological approach, 15 , 24 , 71 , 241 teaching, 184 – 5 ecology, 23 – 4 , 194 vocal expression, 70 cognitive, 23 emotional competence, 93 – 4 experiential, 108 emotional intelligence, 91 – 4 psychological, 23 emotion regulation, 67 social, 146 emotivism, 18 – 19 education, 180 , 191 empathy, 37 , 123 , 231 aims, 9 , 18 – 20 , 96 , 186 environment art, 213 – 15 manipulative, 24 critical feeling, 98 – 9 , 242 predictability, 56 curriculum, 5 , 98 – 9, 181 , 191 , 214 , environmental numbness, 78 243 environmental psychology, 78 happiness, 126 Epictetus, 238 interventions, 96 , 188 – 90 Epicurus, 103 moral, 32 , 214 eternity, sense of, 221 reform, 5 , 99 , 191 ethics sentimental, 98 , 213 Aristotle, 236 social interaction, 161 deontological, 19 , 229 , 244 synchronous movement, 144 instrumental theories, 19 value pluralism, 21 procedural theories, 19 éducation sentimentale , see education, utilitarianism, 229 , 244 sentimental eudaimonia , 238 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-06019-7 — Critical Feeling Rolf Reber Index More Information 291 / Index example choice, see interest action, 136 , 138 execution, public, 149 aesthetics, 200 , 207 expertise, 139 , 195 , 216 affect, 50 – 2 , 73 , 142 , 194 , 234 – 5 art, 202 , 208 art, 208 interest, 191 conceptual, 208 , 214 wine, 74 – 5 Confucian paradoxes, 232 – 3 expression defi nition, 46 emotion, see
Recommended publications
  • What Is the Cognitive Neuroscience of Art… and Why Should We Care? W
    What Is the Cognitive Neuroscience of Art… and Why Should We Care? W. P. Seeley Bates College There has been considerable interest in recent years in whether, and if so to what degree, research in neuroscience can contribute to philosophical studies of mind, epistemology, language, and art. This interest has manifested itself in a range of research in the philosophy of music, dance, and visual art that draws on results from studies in neuropsychology and cognitive neuroscience.1 There has been a concurrent movement within empirical aesthet- ics that has produced a growing body of research in the cognitive neuroscience of art.2 However, there has been very little collaboration between philosophy and the neuroscience of art. This is in part due, to be frank, to a culture of mutual distrust. Philosophers of art AMERICAN SOCIETY have been generally skeptical about the utility of empirical results to their research and vocally dismissive of the value of what has come to be called neuroaesthetics. Our counter- for AESThetics parts in the behavioral sciences have been, in turn, skeptical about the utility of stubborn philosophical skepticism. Of course attitudes change…and who has the time to hold a An Association for Aesthetics, grudge? So in what follows I would like to draw attention to two questions requisite for Criticism and Theory of the Arts a rapprochement between philosophy of art and neuroscience. First, what is the cognitive neuroscience of art? And second, why should any of us (in philosophy at least) care? Volume 31 Number 2 Summer 2011 1 What Is the Cognitive Neuroscience of There are obvious answers to each of these questions.
    [Show full text]
  • The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
    BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes.
    [Show full text]
  • Processing Fluency and Aesthetic Pleasure: Is Beauty in the Perceiver’S Processing Experience?
    Personality and Social Psychology Review Copyright © 2004 by 2004, Vol. 8, No. 4, 364–382 Lawrence Erlbaum Associates, Inc. Processing Fluency and Aesthetic Pleasure: Is Beauty in the Perceiver’s Processing Experience? Rolf Reber Department of Psychosocial Science University of Bergen, Norway Norbert Schwarz Department of Psychology and Institute for Social Research University of Michigan Piotr Winkielman Department of Psychology University of California, San Diego We propose that aesthetic pleasure is a function of the perceiver’s processing dynam- ics: The more fluently perceivers can process an object, the more positive their aes- thetic response. We review variables known to influence aesthetic judgments, such as figural goodness, figure–ground contrast, stimulus repetition, symmetry, and pro- totypicality, and trace their effects to changes in processing fluency. Other variables that influence processing fluency, like visual or semantic priming, similarly increase judgments of aesthetic pleasure. Our proposal provides an integrative framework for the study of aesthetic pleasure and sheds light on the interplay between early prefer- ences versus cultural influences on taste, preferences for both prototypical and ab- stracted forms, and the relation between beauty and truth. In contrast to theories that trace aesthetic pleasure to objective stimulus features per se, we propose that beauty is grounded in the processing experiences of the perceiver, which are in part a func- tion of stimulus properties. What is beauty? What makes for a beautiful face, kiewicz, 1970). This objectivist view inspired many appealing painting, pleasing design, or charming scen- psychological attempts to identify the critical contrib- ery? This question has been debated for at least 2,500 utors to beauty.
    [Show full text]
  • Archives De Pierre Buser
    Fonds Pierre Buser (1921-2013) Centre d’Archives en Philosophie, Histoire et Édition des Sciences (UMS3610, CNRS-ENS Paris) Fonds Pierre Buser (1921-2013) Plan de l’inventaire : Informations liminaires I. Carrière (PB 1.1) II. Textes de Pierre Buser (PB 1.2-PB 4) III. Cours de Pierre Buser (PB 5.1-PB 5.3) IV. Journées d’études (PB 5.4-PB 6.8) V. Correspondance (PB 6.9-PB 7.5) VI. Documentation de travail (PB 7.6-PB 19.4) Index des noms cités dans l’inventaire CAPHÉS -2018 Page 1 Fonds Pierre Buser (1921-2013) Biographie : Notice issue du site de l’Académie des sciences Pierre Buser, né le 19 août 1921 est décédé le 29 décembre 2013. Il avait été élu correspondant de l'Académie le 4 février 1980, puis membre le 6 juin 1988 dans la section actuellement dénommée Biologie intégrative. Ancien élève de l'École normale supérieure, il était professeur émérite à l'Université Pierre-et-Marie-Curie. Neurophysiologiste, il fut un des fondateurs, en France et dans le monde, de la physiologie intégrative moderne du système nerveux. Il appartenait à l'École de neurophysiologie du comportement qui poursuit ses investigations dans le champ de la psychophysiologie et des fonctions infiniment complexes du cerveau. Avec lui, c'est le maître de toute une génération de neurobiologistes qui [a disparu]. Pierre Buser a consacré ses travaux à la neurophysiologie et à la psychophysiologie. Il [a poursuivi] ses investigations dans le champ infiniment complexe des fonctions du cerveau. Les travaux de Pierre Buser se sont de façon permanente centrés autour des activités électrophysiologiques du cerveau, comme marqueurs de son activité, en liaison avec le comportement de l’animal.
    [Show full text]
  • Edited by Warren Neidich
    Part Two Final File First Edition_cover part two 5/21/14 9:43 PM Pagina 2 Edited by Warren Neidich ESSAYS BY INA BLOM ARNE DE BOEVER PASCAL GIELEN SANFORD KWINTER MAURIZIO LAZZARATO KARL LYDÉN YANN MOULIER BOUTANG WARREN NEIDICH MATTEO PASQUINELLI ALEXEI PENZIN PATRICIA REED JOHN ROBERTS LISS C. WERNER CHARLES T. WOLFE ARCHIVE BOOKS VOX SERIES Edited by Warren Neidich ESSAYS BY INA BLOM ARNE DE BOEVER PASCAL GIELEN SANFORD KWINTER MAURIZIO LAZZARATO KARL LYDÉN YANN MOULIER BOUTANG WARREN NEIDICH MATTEO PASQUINELLI ALEXEI PENZIN PATRICIA REED JOHN ROBERTS LISS C. WERNER CHARLES T. WOLFE ARCHIVE BOOKS This book collects together extended papers that were presented at The Psychopathologies of Cognitive Capitalism: Part Two at ICI Berlin in March 2013. This volume is the second in a series of book that aims attempts to broaden the definition of cognitive capitalism in terms of the scope of its material relations, especially as it relates to the condi- tions of mind and brain in our new world of advanced telecommunica- tion, data mining and social relations. It is our hope to first improve awa- reness of its most repressive charac- teristics and secondly to produce an arsenal of discursive practices with which to combat it. Edited by Warren Neidich Coordinating editor Nicola Guy Proofreading by Theo Barry-Born Designed by Archive Appendix, Berlin Printed by Erredi, Genova Published by Archive Books Dieffenbachstraße 31 10967 Berlin www.archivebooks.org ISBN 978-3-943620-16-0 CONTENTS INTRODUCTION Warren Neidich The Early and Late Stages of Cognitive Capitalism .................................... 9 SECTION 1 Cognitive Capitalism The Early Phase Ina Blom Video and Autobiography vs.
    [Show full text]
  • Connecting and Separating Mind-Sets: Culture As Situated Cognition
    Journal of Personality and Social Psychology © 2009 American Psychological Association 2009, Vol. 97, No. 2, 217–235 0022-3514/09/$12.00 DOI: 10.1037/a0015850 Connecting and Separating Mind-Sets: Culture as Situated Cognition Daphna Oyserman and Nicholas Sorensen Rolf Reber University of Michigan University of Bergen Sylvia Xiaohua Chen Hong Kong Polytechnic University People perceive meaningful wholes and later separate out constituent parts (D. Navon, 1977). Yet there are cross-national differences in whether a focal target or integrated whole is first perceived. Rather than construe these differences as fixed, the proposed culture-as-situated-cognition model explains these differences as due to whether a collective or individual mind-set is cued at the moment of observation. Eight studies demonstrated that when cultural mind-set and task demands are congruent, easier tasks are accomplished more quickly and more difficult or time-constrained tasks are accomplished more accu- rately (Study 1: Koreans, Korean Americans; Study 2: Hong Kong Chinese; Study 3: European- and Asian-heritage Americans; Study 4: Americans; Study: 5 Hong Kong Chinese; Study 6: Americans; Study 7: Norwegians; Study 8: African-, European-, and Asian-heritage Americans). Meta-analyses (d ϭ .34) demonstrated homogeneous effects across geographic place (East–West), racial–ethnic group, task, and sensory mode—differences are cued in the moment. Contrast and separation are salient individual mind-set procedures, resulting in focus on a single target or main point. Assimilation and connection are salient collective mind-set procedures, resulting in focus on multiplicity and integration. Keywords: culture, individualism, collectivism, independent, interdependent Everyone should understand this in this way.
    [Show full text]
  • The Epistemic Status of Processing Fluency As Source for Judgments of Truth
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Springer - Publisher Connector Rev.Phil.Psych. (2010) 1:563–581 DOI 10.1007/s13164-010-0039-7 The Epistemic Status of Processing Fluency as Source for Judgments of Truth Rolf Reber & Christian Unkelbach Published online: 7 September 2010 # The Author(s) 2010. This article is published with open access at Springerlink.com Abstract This article combines findings from cognitive psychology on the role of processing fluency in truth judgments with epistemological theory on justification of belief. We first review evidence that repeated exposure to a statement increases the subjective ease with which that statement is processed. This increased processing fluency, in turn, increases the probability that the statement is judged to be true. The basic question discussed here is whether the use of processing fluency as a cue to truth is epistemically justified. In the present analysis, based on Bayes’ Theorem, we adopt the reliable-process account of justification presented by Goldman (1986) and show that fluency is a reliable cue to truth, under the assumption that the majority of statements one has been exposed to are true. In the final section, we broaden the scope of this analysis and discuss how processing fluency as a potentially universal cue to judged truth may contribute to cultural differences in commonsense beliefs. It was Napoleon, I believe, who said that there is only one figure in rhetoric of serious importance, namely, repetition. The thing affirmed comes by repetition to fix itself in the mind in such a way that it is accepted in the end as a demonstrated truth.
    [Show full text]
  • Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect
    FLUENCY IN EDUCATION 1 Please cite as: Reber, R., & Greifeneder, R. (2017). Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect. Educational Psychologist, 52(2), 84-103. doi: 10.1080/00461520.2016.1258173 Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect Rolf Reber Department of Psychology, University of Oslo Rainer Greifeneder Department of Psychology, University of Basel Correspondence address: Rolf Reber, University of Oslo, Department of Psychology, Postboks 1094 Blindern, N-0317 Oslo, Norway. E-mail: [email protected] Acknowledgements: Rolf Reber has been supported by the Utdanning2020-program of the Norwegian Research Council (grant #212299). FLUENCY IN EDUCATION 2 Abstract Processing fluency – the experienced ease with which a mental operation is performed – has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher-student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas, namely metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike. FLUENCY IN EDUCATION 3 In the last decades, school education systems in many countries have been inspired by central tenets of cognitive psychology.
    [Show full text]
  • Toward a Psycho-Historical Framework for the Science of Art Appreciation
    CORE Metadata, citation and similar papers at core.ac.uk ProvidedBEHAVIORAL by Lancaster E-Prints AND BRAIN SCIENCES (2013) 36, 123–180 doi:10.1017/S0140525X12000489 The artful mind meets art history: Toward a psycho-historical framework for the science of art appreciation Nicolas J. Bullot ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, New South Wales 2109, Australia [email protected] http://www.maccs.mq.edu.au/members/profile.html?memberID=521 Rolf Reber Department of Education, University of Bergen, Postboks 7807, N-5020 Bergen, Norway [email protected] http://www.uib.no/persons/Rolf.Reber#publikasjoner Abstract: Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological approach, we introduce a psycho-historical framework for the science of art appreciation. This framework demonstrates that a science of art appreciation must investigate how appreciators process causal and historical information to classify and explain their psychological responses to art. Expanding on research about the cognition of artifacts, we identify three modes of appreciation: basic exposure to an artwork, the artistic design stance,and artistic understanding. The artistic design stance, a requisite for artistic understanding, is an attitude whereby appreciators develop their sensitivity to art-historical contexts by means of inquiries into the making, authorship, and functions of artworks.
    [Show full text]
  • Seventeenth Annual Meeting Cognitive Science Association For
    Seventeenth Annual Meeting Cognitive Science Association for Interdisciplinary Learning Hood River, Oregon August 4 to August 8, 2011 1 Seventeenth Annual Cognitive Science Association for Interdisciplinary Learning August 4 to August 8, 2011 Hood River Hotel Hood River Oregon See Breakfast Poster Titles at End of Schedule Thursday, August 4 4:30 PM Reception & Appetizers 4:45 PM Welcome And Introductory Remarks Presentations – 10 minutes 4:55-5:05 PM Bill Prinzmetal, Ariel Rokem, & Michael A. Silver What Stimulus Attributes are Enhanced by Attention? 5:05-5:15 PM Ali Jannati & John J. McDonald Investigating Salience-driven Attention Caption in Fixed Feature Visual Search: Behavioural and ERP evidence Talks – 30 minutes 5:20-5:50 PM David E. Anderson & Edward Awh Discrete Resource Limits in Visual Search 6:00-6:30 PM Carly J. Leonard & Steven J. Luck Tracking Changes in the Attentional Window with Visual Event Related Potentials 6:40-7:10 PM John J. McDonald, Jennifer A. Schneider, Christina M. Hull & Steven A. Hillyard Covert Spatial Orienting of Attention in Spatial and Nonspatial Auditory Tasks 7:20 PM Adjourn For Evening 2 Friday, August 5 8:30 AM Breakfast - Posters 9:00-9:30 AM Frederick J. Gallun & Anna Diedesch-Rouse Distinguishing the Impacts of Peripheral and Central Auditory Dysfunction 9:40-10:10 AM G. Christopher Stecker & Andrew D. Brown Sensory weighting of sound-localization cues by human listeners 10:20-10:50 AM Adrian KC Lee Cortical Dynamics of Auditory Spatial Attention 11:00 AM Break until 4:15 PM 4:15 PM Appetizers Presentations – 10 minutes 4:30-4:40 PM Irida M.
    [Show full text]
  • The Persistence of First Impressions: the Effect of Repeated Interactions on the Perception of a Social Robot
    The Persistence of First Impressions: The Effect of Repeated Interactions on the Perception of a Social Robot Maike Paetzel Giulia Perugia Ginevra Castellano [email protected] [email protected] [email protected] Social Robotics Lab Social Robotics Lab Social Robotics Lab Uppsala University, Sweden Uppsala University, Sweden Uppsala University, Sweden ABSTRACT be trusted or even a potential mate [4][6][57], and a few minutes of Numerous studies in social psychology have shown that familiar- conversation are enough to set the ground for the future relation- ization across repeated interactions improves people’s perception ship [27][56]. The mere repeated exposure to a person increases of the other. If and how these findings relate to human-robot inter- our positive perception [59] and, unless we develop interpersonal action (HRI) is not well understood, even though such knowledge conflicts, become bored or disgusted, the more we become familiar is crucial when pursuing long-term interactions. In our work, we with someone, the more our relationship strengthens [21]. investigate the persistence of first impressions by asking 49 partici- When we meet a robot for the first time, we are able to develop a pants to play a geography game with a robot. We measure how their coherent mental model of it within two minutes [47]. The robot’s ap- perception of the robot changes over three sessions with three to ten pearance, but also previous exposure to robots in movies, shape our days of zero exposure in between. Our results show that different expectations towards its interactive capabilities [15][17][24][25].
    [Show full text]
  • Abstracts of the Psychonomic Society — Volume 14 — November 2009 50Th Annual Meeting — November 19–22, 2009 — Boston, Massachusetts
    Abstracts of the Psychonomic Society — Volume 14 — November 2009 50th Annual Meeting — November 19–22, 2009 — Boston, Massachusetts Papers 1–7 Friday Morning Scene Processing randomly positioned. When targets were systematically located within Grand Ballroom, Friday Morning, 8:00–9:35 scenes, search for them became progressively more efficient. Learning was abstracted away from bedrooms and transferred to a living room, Chaired by Carrick C. Williams, Mississippi State University where the target was on a sofa pillow. These contingencies were explicit and led to central tendency biases in memory for precise target positions. 8:00–8:15 (1) These results broaden the scope of conditions under which contextual Encoding and Visual Memory: Is Task Always Irrelevant? CAR- cuing operates and demonstrate for the first time that semantic memory RICK C. WILLIAMS, Mississippi State University—Although some plays a causal and independent role in the learning of associations be- aspects of encoding (e.g., presentation time) appear to have an effect tween objects in real-world scenes. on visual memories, viewing task (incidental or intentional encoding) does not. The present study investigated whether different encoding 9:20–9:35 (5) manipulations would impact visual memories equally for all objects Visual Memory: Confidence, Accuracy, and Recollection of Specific in a conjunction search (e.g., targets, color distractors, object category Details. GEOFFREY R. LOFTUS, University of Washington, MARK T. distractors, or distractors unrelated to the target).
    [Show full text]