The generalization of deliberative and automatic behavior: The role of procedural knowledge and affective reactions

2012 ◽  
Vol 48 (4) ◽  
pp. 819-828 ◽  
Author(s):  
Hao Shen ◽  
Robert S. Wyer ◽  
Fengyan Cai
Keyword(s):  
Procedural Knowledge ◽  
Affective Reactions ◽  
Automatic Behavior

The role of affective reactions on investment decision-making

2007 ◽  
Author(s):  
Enrico Rubaltelli ◽  
Giacomo Pasini ◽  
Rino Rumiati ◽  
Paul Slovic
Keyword(s):  
Decision Making ◽  
Investment Decision ◽  
Affective Reactions ◽  
Investment Decision Making

Talking Fingers: An Interview Study of Pianists' Views on Fingering

1997 ◽  
Vol 1 (1) ◽  
pp. 87-107 ◽  
Author(s):  
Eric Clarke ◽  
Richard Parncutt ◽  
Matti Raekallio ◽  
John Sloboda
Keyword(s):  
Motor Skill ◽  
Common Ground ◽  
Procedural Knowledge ◽  
Contemporary Music ◽  
Declarative Knowledge ◽  
Standard Approach ◽  
Primary Determinant ◽  
Role Of Teachers ◽  
Technical Considerations

Seven professional pianists were interviewed to gather their views on various aspects of piano fingering. The issues covered included technical considerations, the influence of interpretation and composers' markings on fingering, the effects of different Performance circumstances, and the role of teachers in determining fingering strategies. An analysis of the participants' responses revealed both a considerable amount of common ground in their attitudes to these matters, and some strikingly different attitudes. Five primary themes emerged: i) while Standard fingerings form the basis for these performers' strategies, a greater use of Standard fingerings in sight-read as opposed to rehearsed or memorised performance was predicted by the participants; ii) those performers with a deeper involvement in, and earlier exposure to, contemporary music considered themselves to have a less Standard approach to fingering; iii) physical considerations not only represent constraints on fingering, but also offer opportunities to employ positively pleasurable fingerings which may be highly idiosyncratic; iv) while interpretation is universally regarded as the primary determinant of finger choice, attitudes range from a refusal to contemplate a fingering until musical matters have been resolved to the belief that a Single best fingering can be found onto which interpretative choices are mapped; v) the participants appear to have good declarative knowledge of the more abstract and Strategic aspects of their approach to fingering, and essentially procedural knowledge of what they do in any particular circumstance, as found in previous research on motor skill.

scholarly journals Automaticity and Reestablishment of Executive Control—An fMRI Study

2006 ◽  
Vol 18 (8) ◽  
pp. 1331-1342 ◽  
Author(s):  
Andrea Kübler ◽  
Veronica Dixon ◽  
Hugh Garavan
Keyword(s):  
Executive Control ◽  
Dorsolateral Prefrontal Cortex ◽  
Search Task ◽  
Visual Search Task ◽  
Cortical Activation ◽  
Automatic Behavior ◽  
Automatic Response ◽  
Fmri Study ◽  
Dorsolateral Prefrontal

The ability to exert control over automatic behavior is of particular importance as it allows us to interrupt our behavior when the automatic response is no longer adequate or even dangerous. However, despite the literature that exists on the effects of practice on brain activation, little is known about the neuroanatomy involved in reestablishing executive control over previously automatized behavior. We present a visual search task that enabled participants to automatize according to defined criteria within about 3 hr of practice and then required them to reassert control without changing the stimulus set. We found widespread cortical activation early in practice. Activation in all frontal areas and in the inferior parietal lobule decreased significantly with practice. Only selected prefrontal (Brodmann's areas [BAs] 9/46/8) and parietal areas (BAs 39/40) were specifically reactivated when executive control was required, underlining the crucial role of the dorsolateral prefrontal cortex in executive control to guide our behavior.

Nothing left in store . . . but how do we measure attentional capacity?

2001 ◽  
Vol 24 (1) ◽  
pp. 132-133
Author(s):  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Short Term Memory ◽  
Memory Development ◽  
Compelling Evidence ◽  
Short Term ◽  
Term Memory ◽  
Focal Attention ◽  
And Storage

I compare the concepts of “activation” and “storage” as foundations of short-term memory, and suggest that an attention-based view of STM does not need to posit specialized short-term stores. In particular, no compelling evidence supports the hypothesis of time-limited stores. Identifying sources of activation, examining the role of activated procedural knowledge, and studying working memory development are central issues in modelling capacity-limited focal attention.

The Role of Visual Complexity in Affective Reactions to Webpages: Subjective, Eye Movement, and Cardiovascular Responses

2011 ◽  
Vol 2 (4) ◽  
pp. 230-236 ◽  
Author(s):  
Alexandre Tuch ◽  
Sylvia Kreibig ◽  
Sandra Roth ◽  
Javier Bargas-Avila ◽  
Klaus Opwis ◽  
...  
Keyword(s):  
Eye Movement ◽  
Visual Complexity ◽  
Cardiovascular Responses ◽  
Affective Reactions

THE EFFECTS OF SELF-ESTEEM AND EXPECTANCIES FOR SUCCESS ON AFFECTIVE REACTIONS TO ACHIEVEMENT

1992 ◽  
Vol 20 (4) ◽  
pp. 273-282 ◽  
Author(s):  
Robert M. Midkiff ◽  
Felicia A. Griffin
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Causal Attributions ◽  
Self Esteem ◽  
Affective Reactions ◽  
Performance Outcome

Affective reactions to academic performance appear to be influenced by performance outcome, self-esteem, and causal attributions. We investigated whether expectancies for success and the confirmation or disconfirmation of epectancies also influenced students' affective reactions and causal attributions in achievement settings. Subjects were 132 university students. Causal attributions and affective reactions to an achievement-related situation were assessed and related to students' self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Results indicated that causal attributions were related to confirmation or disconfirmation of expectancies for success and to self-esteem. Affective reactions were related to the interaction of self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Further analysis suggested that students' affective reactions to performance may serve to maintain existing levels of self-esteem. The role of self-referent and other-referent emotions in self-esteem maintenance was also discussed.

Guided Jury Discretion in Capital Murder Cases: The Role of Declarative and Procedural Knowledge.

2004 ◽  
Vol 10 (4) ◽  
pp. 516-576 ◽  
Author(s):  
Richard L. Wiener ◽  
Melanie Rogers ◽  
Ryan Winter ◽  
Linda Hurt ◽  
Amy Hackney ◽  
...  
Keyword(s):  
Procedural Knowledge ◽  
Capital Murder

Causal Attributions and Affective Reactions to Discontinuing Outcomes in Motor Performance

1989 ◽  
Vol 11 (2) ◽  
pp. 187-200 ◽  
Author(s):  
Edward McAuley ◽  
Terry E. Duncan
Keyword(s):  
Causal Attributions ◽  
Motor Task ◽  
Three Dimensions ◽  
Affective Reactions ◽  
Negative Affects ◽  
Achievement Outcomes ◽  
Actual Outcome ◽  
Attribution Process ◽  
The Relationship

Research suggests that attributional search is a consequence of disconfirming outcomes and that causal dimensions influence affective reactions to achievement outcomes. The present study manipulated future expectancies for performance and actual outcome in a competitive motor task. Following competitive outcome, causal attributions for and affective reactions to the outcome were assessed. Discriminant analysis indicated that winners experienced significantly more positive affect than did losers, who reported more intense negative affects. Regression analyses examined the relationship between causal dimensions and affective reactions. The locus of causality and stability dimensions significantly influenced a number of negative affects in losers, whereas all three dimensions in combination significantly influenced confidence in winners. The findings are discussed in relation to previous attribution-affect research in achievement settings and the role of disconfirm-ing experiences in the attribution process.

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