Plutchik R 1980 Emotion A Psychoevolutionary Synthesis Harper Row
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Emotion in the Design Process
Manipulating the design process can be a stressful learning experience and it can be difficult to decide how to resolve design problems. This book explores and illustrates the close relationship between emotion and the design process by using new models and perspectives under the umbrella of ‘design and emotion’. This book reveals that a greater understanding of design and emotion can inspire design students to explore how emotion can affect their decision-making and design processes. It enables the reader to develop methods to control their emotions to make effective decisions and strengthen their ability to manipulate the design process. Emotion in the Design Process features a study that develops a design process model to make the decision-making processes more transparent. With a focus on the investigation of the ‘intrinsic factors’, this book features quantitative and qualitative research methods. Underpinned by deep-level research, the book outlines the strengths and limitations of the study and reveals the findings to create decision-making models where emotion is considered. Case studies are included to show the theories in practice. By reading this book, design students, who can be confused by the design process, will be able to grasp it and learn to regulate their emotions as a result whilst also producing better designers that can improve the overall quality and standard of the design industry. As such, this book will appeal most to students, researchers and academics in any field where design is a key task. It will also be of interest to anyone interested in Design and Emotion, Kansei Design and Engineering and Design and Technology.
Handbook of Approach and Avoidance Motivation
Of the many conceptual distinctions present in psychology today, the approach-avoidance distinction stands out as one of, if not the, most fundamental and basic. The distinction between approach and avoidance motivation has a venerable history, not only within but beyond scientific psychology, and the deep utility of this distinction is clearly evident across theoretical traditions, disciplines, and content areas. This volume is designed to illustrate and highlight the central importance of this distinction, to serve as a one-stop resource for scholars working in this area, and to facilitate integration among researchers and theorists with an explicit or implicit interest in approach and avoidance motivation. The main body of this volume is organized according to seven broad sections that represent core areas of interest in the study of approach and avoidance motivation, including neurophysiology and neurobiology, and evaluative processes. Each section contains a minimum of four chapters that cover a specific aspect of approach and avoidance motivation. The broad applicability of the approach-avoidance distinction makes this Handbook an essential resource for researchers, theorists, and students of social psychology and related disciplines.
Theoretical Foundations of Behavior Therapy
Author: Hans J. Eysenck
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-11-11
In this book we have attempted to confront a number of issues that are intimately related to the theoretical basis of behavior therapy. We believe that behavior therapy is an extremely efficient procedure for the treatment of neurotic disorders; that it is based on certain principles derived from learning theory; and that it is unique in using basic scientific principles in psychology in the service of applied and practical ends. We believe that we are here dealing with much more than the advantageous use of serendipitous borrowings from nonexistent principles, the cookbook collection of precepts, methods, and working rules that happen to have lasting effects. We also believe that there is truly a general principle unde. rlying behavior therapy, rather than a varied mass of nonintegrated therapies that have little in common other than a name. These beliefs are often contes ted, but usually those who oppose them do so on the basis of misconceptions and misunderstandings that indicate a lack of knowledge of fundamental facts. It is the purpose of this book to remove these misconceptions and misunderstandings, and to bring up to date our knowledge in certain fundamental areas of learning theory, behavior therapy, and the biological foundations of per sonality and individual differences. There are three major groups of misconceptions and misunderstandings. The first of these relates to beliefs held by many psychiatrists and cognitive psychologists relating to behavior therapy.