Mind & Society

, Volume 11, Issue 1, pp 107–119 | Cite as

Implicit cognition, emotion, and meta-cognitive control

Article

Abstract

The goal of this research is to understand the interaction of implicit and explicit psychological processes in dealing with emotional distractions and meta-cognitive control of such distractions. The questions are how emotional and meta-cognitive processes can be separated into implicit and explicit components, and how such a separation can be utilized to improve self-regulation of emotion, which can have significant theoretical and practical implications.

Keywords

Dual processes Implicit cognition Emotion Meta-cognition Learning 

References

  1. Arnold M, Gasson S (1954) Feelings and emotions as dynamic factors in personality integration. In: Arnold M, Gasson S (eds) The human person. Ronald, New York, pp 294–313Google Scholar
  2. Damasio A (2005) Descartes’ error: emotion, reason, and the human brain. Penguin edition, LondonGoogle Scholar
  3. Dyer M (1987) Emotion and their computations. Cogn Emot 1(3):323–347CrossRefGoogle Scholar
  4. Flavell J (1976) Metacognitive aspects of problem solving. In: Resnick B (ed) The nature of intelligence. Erlbaum, HillsdaleGoogle Scholar
  5. Frijda N (1986) The emotion. Cambridge University Press, New YorkGoogle Scholar
  6. Glenberg A, Wilkinson A, Epstein W (1982) The illusion of knowing: failure in the self assessment of comprehension. Mem Cogn 10:597–602CrossRefGoogle Scholar
  7. Gratch J, Marsella S (2004) A domain-independent framework for modeling emotion. Cogn Syst Res 5(4):269–306CrossRefGoogle Scholar
  8. Hirschfield L, Gelman S (eds) (1994) Mapping the mind: domain Specificity in cognition and culture. Cambridge University Press, New YorkGoogle Scholar
  9. Hudlicka E, Fellous J (1996) Reviews of computational models of emotion. ManuscriptGoogle Scholar
  10. Kanfer R, Ackerman P (1989) Motivation and cognitive abilities. J Appl Psychol 74(4):657–690CrossRefGoogle Scholar
  11. Karmiloff-Smith A (1986) From meta-processes to conscious access: evidence from children’s metalinguistic and repair data. Cognition 23:95–147CrossRefGoogle Scholar
  12. Lambie J, Marcel A (2002) Consciousness and the variety of emotion experience: a theoretical framework. Psychol Rev 109(2):219–259CrossRefGoogle Scholar
  13. Lazarus R (1991) Emotion and adaptation. Oxford University Press, New YorkGoogle Scholar
  14. Ledoux J (1992) Brain mechanisms of emotion and emotional learning. Curr Opin Neurobiol 2(2):191–197CrossRefGoogle Scholar
  15. Leven S, Levine D (1996) Multiattribute decision making in context: a dynamic neural network methodology. Cogn Sci 20:271–299CrossRefGoogle Scholar
  16. Lewis M (2004) Bridging emotion theory and neurobiology through dynamic systems modeling. Behav Brain SciGoogle Scholar
  17. Mathews R, Buss R, Stanley W, Blanchard-Fields F, Cho J, Druhan B (1989) Role of implicit and explicit processes in learning from examples: a synergistic effect. J Exp Psychol Learn Mem Cogn 15:1083–1100CrossRefGoogle Scholar
  18. Metcalfe J, Shimamura A (eds) (1994) Metacognition: knowing about knowing. MIT Press, CambridgeGoogle Scholar
  19. O’Rorke P, Ortony A (1994) Explaining emotions. Cogn Sci 18:283–323CrossRefGoogle Scholar
  20. Ortony A, Clore G, Collins A (1988) The cognitive structures of emotions. Cambridge University Press, New YorkCrossRefGoogle Scholar
  21. Reber A (1989) Implicit learning and tacit knowledge. J Exp Psychol Gen 118(3):219–235CrossRefGoogle Scholar
  22. Reder L (ed) (1996) Implicit memory and metacognition. Erlbaum, MahwahGoogle Scholar
  23. Rumelhart D, McClelland J, The PDP Research Group (1986) Parallel distributed processing: explorations in the microstructures of cognition. MIT Press, CambridgeGoogle Scholar
  24. Schacter D (1990) Toward a cognitive neuropsychology of awareness: implicit knowledge and anosagnosia. J Clin Exp Neuropsychol 12(1):155–178CrossRefGoogle Scholar
  25. Sherer K (1993) Studying the emotion-antecedent appraisal process: the expert system approach. Cogn Emot 7:325–355CrossRefGoogle Scholar
  26. Sloman A (1987) Motive mechanisms and emotions. Cogn Emot 1(3):217–234CrossRefGoogle Scholar
  27. Sun R (1994) Integrating rules and connectionism for robust commonsense reasoning. Wiley, New YorkGoogle Scholar
  28. Sun R (1995) Robust reasoning: integrating rule-based and similarity-based reasoning. Artif Intell 75(2):241–296CrossRefGoogle Scholar
  29. Sun R (2002) Duality of the mind. Lawrence Erlbaum Associates, MahwahGoogle Scholar
  30. Sun R (2009) Motivational representations within a computational cognitive architecture. Cognitive Computation 1(1):91–103CrossRefGoogle Scholar
  31. Sun R, Helie S (2012) Psychologically realistic cognitive agents: taking human cognition seriously. J Exp Theor Artif Intell (in press)Google Scholar
  32. Sun R, Mathews R (2003) Explicit and implicit processes of metacognition. In: Shohov S (ed) Advances in psychology research, vol 22. Nova Science Publishers, Hauppauge, pp 3–18Google Scholar
  33. Sun R, Merrill E, Peterson T (2001) From implicit skills to explicit knowledge: a bottom-up model of skill learning. Cogn Sci 25(2):203–244CrossRefGoogle Scholar
  34. Sun R, Slusarz P, Terry C (2005) The interaction of the explicit and the implicit in skill learning: a dual-process approach. Psychol RevGoogle Scholar
  35. Sun R, Zhang X, Mathews R (2006) Modeling meta-cognition in a cognitive architecture. Cognitive Systems Res 7(4):327–338CrossRefGoogle Scholar
  36. Wilson N, Sun R, Mathews R (2009) A motivationally-based simulation of performance degradation under pressure. Neural Netw 22:502–508CrossRefGoogle Scholar

Copyright information

© Springer-Verlag 2012

Authors and Affiliations

  1. 1.Cognitive Science DepartmentRensselaer Polytechnic InstituteTroyUSA
  2. 2.Psychology DepartmentLouisiana State UniversityBaton RougeUSA

Personalised recommendations