Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-24T11:19:22.609Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of epistemic emotions in learning from others

Published online by Cambridge University Press:  19 November 2021

Asli Erdemli Open the ORCID record for Asli Erdemli [Opens in a new window] ,
Catherine Audrin  and
David Sander Open the ORCID record for David Sander [Opens in a new window]
Asli Erdemli
Affiliation:
Swiss Center for Affective Sciences, University of Geneva, Campus Biotech, Chemin des Mines 9, 1202Geneva, Switzerland. [email protected]; [email protected]; [email protected]://www.unige.ch/fapse/e3lab/members1/phd-candidates/asli-erdemli/https://www.unige.ch/fapse/e3lab/members1/post-docs/dr-catherine-audrin/https://www.unige.ch/fapse/e3lab/director/
Catherine Audrin
Affiliation:
Swiss Center for Affective Sciences, University of Geneva, Campus Biotech, Chemin des Mines 9, 1202Geneva, Switzerland. [email protected]; [email protected]; [email protected]://www.unige.ch/fapse/e3lab/members1/phd-candidates/asli-erdemli/https://www.unige.ch/fapse/e3lab/members1/post-docs/dr-catherine-audrin/https://www.unige.ch/fapse/e3lab/director/
David Sander
Affiliation:
Swiss Center for Affective Sciences, University of Geneva, Campus Biotech, Chemin des Mines 9, 1202Geneva, Switzerland. [email protected]; [email protected]; [email protected]://www.unige.ch/fapse/e3lab/members1/phd-candidates/asli-erdemli/https://www.unige.ch/fapse/e3lab/members1/post-docs/dr-catherine-audrin/https://www.unige.ch/fapse/e3lab/director/
Get access Rights & Permissions [Opens in a new window]

Abstract

Phillips et al. discuss whether knowledge or beliefs are more basic representations of others' minds, focusing on the primary function of knowledge representation: learning from others. We discuss links between emotion and “knowledge versus belief,” and particularly the role of emotions in learning from others in mechanisms such as “social epistemic emotions” and “affective social learning.”

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 44 , 2021 , e151
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainley, M. (2017). Interest: Knowns, unknowns, and basic processes. In P. A. O'Keefe & J. M. Harackiewicz (Eds.), The science of interest (pp. 3–24). Springer International Publishing. https://doi.org/10.1007/978-3-319-55509-6_1.CrossRefGoogle Scholar
Brun, G., Doguoglu, U, & Kuenzle, D. (2008). In Epistemology and emotions (1st ed.). Routledge. https://doi.org/10.4324/9781315580128.Google Scholar
Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253–261. https://doi.org/10.1177/1754073916661634.CrossRefGoogle Scholar
Connelly, D. A. (2011). Applying Silvia's model of interest to academic text: Is there a third appraisal? Learning and Individual Differences, 21(5), 624–628. https://doi.org/10.1016/j.lindif.2011.04.007.CrossRefGoogle Scholar
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882.CrossRefGoogle Scholar
Fischer, A. (2019). Learning from others’ emotions. In Dukes, D. & Clément, F. (Eds.), Foundations of affective social learning (pp. 165–184). Cambridge University Press. https://doi.org/10.1017/9781108661362.008.CrossRefGoogle Scholar
Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84(2), 486–496. https://doi.org/10.1016/j.neuron.2014.08.060.CrossRefGoogle ScholarPubMed
Harris, P. L., Bartz, D. T., & Rowe, M. L. (2017). Young children communicate their ignorance and ask questions. Proceedings of the National Academy of Sciences of the United States of America, 114(30), 7884–7891. https://doi.org/10.1073/pnas.1715210114.CrossRefGoogle ScholarPubMed
Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T. Y., & Camerer, C. F. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963–973. https://doi.org/10.1111/j.1467-9280.2009.02402.x.CrossRefGoogle ScholarPubMed
Klinnert, M. D., Campos, J. J., Sorce, J. F., Emde, R. N., & Svejda, M. (1983). Emotions as behavior regulators: Social referencing in infancy. In Putchik, R. & Kellerman, H. (Eds.), Emotions in early development (pp. 57–86). Academic Press.CrossRefGoogle Scholar
Lau, J. K. L., Ozono, H., Kuratomi, K., Komiya, A., & Murayama, K. (2020). Shared striatal activity in decisions to satisfy curiosity and hunger at the risk of electric shocks. Nature Human Behaviour, 4(5), 531–543. https://doi.org/10.1038/s41562-020-0848-3.CrossRefGoogle Scholar
Manstead, A. S. R., & Fischer, A. H. (2001). Social appraisal. In Scherer, K.R., Schorr, A., & Johnstone, T. (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 221–232). Oxford University Press.Google Scholar
Manstead, A. S. R., Fischer, A. H. (2017). Social referencing and social appraisal: Commentary on the Clément and Dukes (2016) and Walle et al. (2016) articles. Emotion Review, 9(3), 262–263.CrossRefGoogle Scholar
Morton, A. (2010). Epistemic emotions. In Goldie, P. (Ed.), The Oxford handbook of philosophy of emotion (pp. 385–400). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199235018.003.0018.Google Scholar
Mumenthaler, C., & Sander, D. (2012). Social appraisal influences recognition of emotions. Journal of Personality and Social Psychology, 102(6), 1118.CrossRefGoogle ScholarPubMed
Mumenthaler, C., & Sander, D. (2015). Automatic integration of social information in emotion recognition. Journal of Experimental Psychology: General, 144(2), 392–399. https://doi.org/10.1037/xge0000059.CrossRefGoogle ScholarPubMed
Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In Reinhard, P. & Linnenbrink-Garcia, L. (Eds.), International handbook of emotions in education (pp. 1–10). Routledge/Taylor & Francis Group.CrossRefGoogle Scholar
Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In Harris, K. R., Graham, S., Urdan, T., Graham, S., Royer, J. M., & Zeidner, M. (Eds.), APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors (pp. 3–31). American Psychological Association. https://doi.org/10.1037/13274-001.CrossRefGoogle Scholar
Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The epistemically-related emotion scales. Cognition and Emotion, 31(6), 1268–1276. https://doi.org/10.1080/02699931.2016.1204989.CrossRefGoogle ScholarPubMed
Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion (Washington, D.C.), 5(1), 89–102. https://doi.org/10.1037/1528-3542.5.1.89.CrossRefGoogle ScholarPubMed
Wade, S., & Kidd, C. (2019). The role of prior knowledge and curiosity in learning. Psychonomic Bulletin and Review, 26(4), 1377–1387. https://doi.org/10.3758/s13423-019-01598-6.CrossRefGoogle Scholar
Walle, E. A., Reschke, P. J., & Knothe, J. M. (2017). Social referencing: Defining and delineating a basic process of emotion. Emotion Review, 9(3), 245–252. https://doi.org/10.1177/1754073916669594.CrossRefGoogle Scholar