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Part III - On the mechanics of affective social learning

Published online by Cambridge University Press:  09 August 2019

Edited by
Daniel Dukes  and
Fabrice Clément
Daniel Dukes
Affiliation:
Université de Fribourg, Switzerland
Fabrice Clément
Affiliation:
Université de Neuchâtel, Switzerland
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Summary

Interpersonally presented emotions help to calibrate people’s orientations to things happening in the shared environment. For example, social referencing involves one person seeking clarification of the appropriate appraisal of an object, event, or person, and another person responding with an emotional orientation that disambiguates things. However, this paradigmatic case represents only one of the possible ways in which emotions affect other people’s physical or mental attitudes. In other cases, emotion-related responses affect other people’s orientations independent of their explicit informational content. Further, emotional knowledge may be co-constructed dynamically rather than transmitted unidirectionally from one person to another. In these cases, affective social learning need not involve changes in the perceived meaning of emotional objects, but rather adjustments in interactants’ orientations to what is happening. This chapter suggests ways of extending and going beyond existing methodological and theoretical approaches to emotional influence and identifies some of the blindspots of previous research.

Keywords

Affective social learningco-regulationemotion contagionrelation alignmentsocial appraisalorientation cuingsocial referencingAffective social learningemotion recognitionsocial contextsocial inferencesocial appraisalautomaticityambiguity hypothesisAffective social learninguncertaintyobservational learningclassical conditioningsocial conditioningaffective social learning in the family

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Type
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Foundations of Affective Social Learning
Conceptualizing the Social Transmission of Value
 , pp. 115 - 184
Publisher: Cambridge University Press
Print publication year: 2019

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References

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