• Aucun résultat trouvé

Emotion as a process: Function, origin and regulation

N/A
N/A
Protected

Academic year: 2022

Partager "Emotion as a process: Function, origin and regulation"

Copied!
17
0
0

Texte intégral

(1)

Article

Reference

Emotion as a process: Function, origin and regulation

SCHERER, Klaus R.

SCHERER, Klaus R. Emotion as a process: Function, origin and regulation. Social Science Information, 1982, vol. 21, no. 4/5, p. 555-570

DOI : 10.1177/053901882021004004

Available at:

http://archive-ouverte.unige.ch/unige:101865

Disclaimer: layout of this document may differ from the published version.

1 / 1

(2)

from the SAGE Social Science Collections. All Rights Reserved.

(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
(13)
(14)
(15)
(16)
(17)

Références

Documents relatifs

We hypothesized that participants with a high level of emotion regulation difficulties would be characterized by: (a) a lower resting HRV level as indicated by lower HF-HRV level

In addition, by comparison to phenolamides accumulated in other parts of the plant (see below), multiple roles have been tentatively assigned to their accumulation in the

The aim of this paper is (i) to show that phraseology is the main process for encoding emotions in Wolof through bodily expressions, and (ii) to explore the semantic flexibility of

So far, using physiological sensors a person can: (1) consciously monitor/regulate their bodily functions through biofeedback for well-being [10], (2) (un)consciously adapt

Objective: Based on Whiteside and Lynam’s multidimensional model that identifies four distinct dispositional facets of impulsive-like behaviors, namely urgency, (lack of)

While TAp73 isoforms work as transcription factors and can induce irreversible cell cycle arrest and apoptosis like p53, the ∆Np73 isoforms that lack the transactivation domain

When discussing emotion-oriented regulation, the control-value theory differentiates emotions based on their object focus: a) activity emotions which pertain to the ongoing

A key feature which makes these three systems different from the best performing group is the following: the dominant principle of enrolment within the low performers is student