Cognitive Affective
The Study of Cognitive & Affective Bases of Psychology
Cognitive and affective psychology is the empirical branch of psychology, which aims to answer all questions regarding human activities, related to knowledge and emotions, such as, how we think, learn, and remember. It is grounded on the theory that thoughts and emotions affect our behavior; furthermore, behavior can be changed through a modification of our thoughts or emotions. Cognitive psychologists examine how our minds obtain, apply, organize, and retrieve information. In addition, the topics of attention, decision-making, critical thinking, reasoning, creativity, memory, perception, problem solving, thinking, and the use of language, all reside under the branch of cognitive psychology. The personal and transpersonal models are the two general categories of cognitive-affective models. Personal models assert that consciousness is a product of the brain. Whereas transpersonal models assume that cognitive and affective, abilities can be changed or manifested into something higher. Cognitions refer to the mental procedures or processes by which knowledge is acquired and understood. The focus behind the study of cognitive psychology is learning how the internal states of the human mind operate in the brain and nervous system, in order to contribute to our behaviors. Cognitions are an important part of many different disciplines including: psychology, philosophy, linguistics, science, and computer science. The study of cognitive psychology is centered on how perception, attention, memory, language, and thinking, interplay within the human mind to make sense of our surroundings, attribute meaning to our worlds, and then feel an emotional pull. The relationship between emotion and cognition has been debated for centuries, and has received many different conclusions, such as: emotion is the opposite of reason (Weber, 1946), emotion is deeply interwoven with reason (Ashforth and Humphrey, 1995),
Cognitive and affective psychology is the empirical branch of psychology, which aims to answer all questions regarding human activities, related to knowledge and emotions, such as, how we think, learn, and remember. It is grounded on the theory that thoughts and emotions affect our behavior; furthermore, behavior can be changed through a modification of our thoughts or emotions. Cognitive psychologists examine how our minds obtain, apply, organize, and retrieve information. In addition, the topics of attention, decision-making, critical thinking, reasoning, creativity, memory, perception, problem solving, thinking, and the use of language, all reside under the branch of cognitive psychology. The personal and transpersonal models are the two general categories of cognitive-affective models. Personal models assert that consciousness is a product of the brain. Whereas transpersonal models assume that cognitive and affective, abilities can be changed or manifested into something higher. Cognitions refer to the mental procedures or processes by which knowledge is acquired and understood. The focus behind the study of cognitive psychology is learning how the internal states of the human mind operate in the brain and nervous system, in order to contribute to our behaviors. Cognitions are an important part of many different disciplines including: psychology, philosophy, linguistics, science, and computer science. The study of cognitive psychology is centered on how perception, attention, memory, language, and thinking, interplay within the human mind to make sense of our surroundings, attribute meaning to our worlds, and then feel an emotional pull. The relationship between emotion and cognition has been debated for centuries, and has received many different conclusions, such as: emotion is the opposite of reason (Weber, 1946), emotion is deeply interwoven with reason (Ashforth and Humphrey, 1995),
References: Ashforth, B.E. and Humphrey, R.H., (1995). Emotion in the workplace: a reappraisal, Human Relations, 48(2), pp. 97 – 125. Boden, M.A., (2008). Mind as machine: A history of cognitive psychology. Minds and Machines, 18(1), pp. 121-125. Sternberg, R. J., (1999). Cognition and instruction. In F. T. Durso (Ed.), Handbook of cognition (pp. 571–593). New York: John Wiley & Sons. Weber, M., (1946). From Max Weber: Essays in Sociology, New York: Oxford University Press. Zajonc, R.B., (1980). Feeling and thinking: preferences need no inferences, American Psychologist, 35(2), pp. 151–175.