0.6 Social cognition, personality, and emotion  (Page 4/18)

Elster doesn't mention that these emotions have this influence on a moment to moment basis (at any one moment one of your thoughts might be distorted by an emotion). Not only do emotions distort, but they also motivate your thoughts consistently. Without emotion, you wouldn't have reason to think many of the thoughts that you do. People have complex goals and motivations. If there was a robot that was programmed with the goal "live life", then it might have motivations and emotions that surround that goal, however it wouldn't have all the other motivations that humans have (such as our dynamic range of emotions (fun, excitement, satisfaction, etc)).

Personality and social cognition

The 'theory of cognitive orientation' presented by Kreitler + Kreitler Kreitler, H. + Kreitler, s. (1982). The theory of cognitive orientation: Widening the scope of behavior prediction. In: B. A. Maher + W. B. Maher (eds.) Progress in Experimental Personality Research (vol. 11). New York: Academic press. , is concerned with the contents of situational stimuli and the processes through which their meaning is established by the individual. The basic postulate of the theory states that behavior is guided by cognitions, i.e. meanings, which perform an orientative function for behavior by promoting or repressing certain behavioral decisions.

The transformation of situational stimuli into behaviourally relevant cognitions is conceived of as involving five steps:

1. In the first phase, called meaning action , incoming stimuli are compared with immediately preceding stimuli stored in short-term memory. This comparison is based on a 'match vs. mismatch' strategy. If a new stimulus 'matches' the preceding one, this indicates that no change has taken place in the environment and present information processing can continue without adaptation. In case of a 'mismatch', the new stimulus is subjected to a first search for meaning guided by four potential interpretations: (a) The stimulus is a signal for a defensive or an adaptive reflex, or for a conditioned response; (b) It is a signal for molar action and requires a more elaborate clarification of its meaning before a behavioral decision can be made; (c) It is known to be irrelevant for the present situation; (d) The stimulus cannot be interpreted conclusively in terms of the first three options because it is entirely new for the person. This means that another exploratory reaction is triggered so as to collect further information until a meaning in terms of options (a) to (c) can be assigned.
2. If, after the first stage, the meaning of a stimulus still requires further clarification, as in option (b), the second phase, meaning generation , is activated. In this phase, a complicated system of meaning dimensions and types of relations between those dimensions facilitates the ascription of more specific meanings. Kreitler + Kreitler suggest a total of twenty-two meaning dimensions, including spatial and temporal parameters of a stimulus as well as its casual antecedents. The smallest units of a which the dimensions are composed are termed 'meaning values'. In this phase of the cognitive orientation process, individual preferences for certain meaning dimensions could be demonstrated empirically, leading Kreitler + Kreitler to suggest a redefinition of traits in terms of 'patterns of preferred meaning assignment tendencies'.
3. If the person has assigned a meaning to the stimulus that involves the requirement to respond behaviourally to it, then the cognitive orientation process enters into the third stage, called belief evocation . 'Beliefs' are defined as cognitive units consisting of at least two meaning values plus a rule relating the two (e.g. conjunction or disjunction). The main characteristic of a belief is that is predisposes the person to develop certain behavioral intents. Apart from 'general beliefs' and 'beliefs about norms and rules' referring to issues not immediately related to the self, two more specific types of self-related beliefs are distinguished: beliefs about goals aspired to by the person and beliefs about the self. Taken together, the four types of beliefs form a 'belief cluster' associated with a particular behavioral response.
4. A person is expected to develop a behavioral intent to perform a particular response option if at least three out of the four belief categories are favourable towards that option. The behavioral intent regulates the selection as well as the actualisation of behavior programmes containing detailed instructions about how to perform the response in question. Behaviour programmes may be innate, learned or formed ad hoc or may be composed of a combination of innate and learned elements.
5. The final phase consists of programme execution , i.e., the realization of behavioral intent. Cognitive orientation plays a crucial role even in this final phase inasmuch as it provides feedback about relevant stimuli as well as discrepancies between desired and actual behavioral effects which may eventually require a revision of the original behavior programme.