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Related Concept Videos

Labeling Emotion01:20

Labeling Emotion

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Emotional labeling is a cognitive process that involves identifying and naming one's emotions, such as anger, fear, happiness, or sadness. It allows individuals to recognize and express their internal emotional states, a critical aspect of emotional regulation and communication. Labeling emotions requires more than mere recognition; it also involves drawing upon memory and contextual cues to understand the current situation and apply a corresponding emotional label. For instance, feeling...
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Stanley Schachter and Jerome Singer proposed the two-factor theory of emotion, which emphasizes the interplay between physiological arousal and cognitive labeling in forming emotional experiences. This theory suggests that emotions are not simply a result of physiological responses but rather a combination of these responses and the individual's cognitive interpretation of them.
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Emotional Expression01:26

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Emotional expression encompasses how individuals convey their emotions through verbal communication and non-verbal cues. These non-verbal actions include facial expressions, body language, and physical gestures, such as frowning or smiling. Among these, facial expressions play a crucial role in emotional expression and are understood universally, indicating a biological basis for how humans communicate emotions.
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The physiology of emotions is a multifaceted process involving the autonomic nervous system, brain structures, hormones, and neurotransmitters. This intricate interplay dictates how emotions manifest in the body and influence behavior.
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The James-Lange theory of emotion, proposed by William James and Carl Lange in the late 19th century, asserts that emotions are the result of physiological reactions to external stimuli. Contrary to the traditional view, which suggests that emotions directly arise from the perception of stimuli, this theory proposes that emotions occur as a consequence of the body's responses to such stimuli. According to this framework, an emotional experience is a cognitive interpretation of physiological...
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The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
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Related Experiment Video

Updated: Jan 2, 2026

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
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Developing an Understanding of Emotion Categories: Lessons from Objects.

Katie Hoemann1, Rachel Wu2, Vanessa LoBue3

  • 1Department of Psychology, Northeastern University, Boston, MA, USA.

Trends in Cognitive Sciences
|December 3, 2019
PubMed
Summary
This summary is machine-generated.

Infants may learn abstract emotion categories by drawing parallels with how they learn object categories. This developmental cascades framework offers insights into early emotion understanding.

Keywords:
abstract categoriesemotion conceptsemotional developmentobject categorization

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Area of Science:

  • Developmental psychology
  • Cognitive science
  • Child development

Background:

  • The development of emotion categories in infants and young children is not well understood.
  • Previous research focused on perceptual similarities in facial expressions, but emotion categories are now recognized as abstract and context-dependent.

Purpose of the Study:

  • To explore how infants might learn abstract emotion categories.
  • To apply principles from abstract object categorization research to infant emotion learning.
  • To utilize a developmental cascades framework to understand the timing and mechanisms of emotion categorization development.

Main Methods:

  • Consulting research on abstract object categorization in infants.
  • Examining the parallels in learning challenges between object and emotion categorization.
  • Applying a developmental cascades framework to hypothesize learning pathways.

Main Results:

  • Emotion categories are abstract, high-dimensional, and situationally variable, posing unique learning challenges.
  • Similarities exist between the learning challenges in abstract object categorization and emotion categorization for infants.
  • A developmental cascades framework can illuminate the process of developing emotion categories.

Conclusions:

  • Infants may learn abstract emotion categories by leveraging strategies similar to those used for object categorization.
  • The developmental cascades framework provides a valuable lens for understanding the emergence of emotion categories in early childhood.
  • Further research is needed to fully elucidate the mechanisms underlying infant emotion categorization.