Emotion by Design: Creative Leadership Lessons from a Life at Nike

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Wouters, Cas (1999): Informalisierung. Norbert Elias′ Zivilisationstheorie und Zivilisationsprozesse im 20. Jahrhundert. Wiesbaden: Westdeutscher Verlag.

Koval P, Sütterlin S, Kuppens P. Emotional Inertia is Associated with Lower Well-Being when Controlling for Differences in Emotional Context. Front Psychol. 2016; 6: 1997. pmid:26779099 Flam, Helena (1990): Emotional Man. Corporate Actors as Emotion-motivated Emotion Managers. In: International Sociology 5, S. 225–234.Regarding the second research question, we examined several variables related to the characteristics of the studies to test for potential moderator variables. The potential moderators were determined according to the sample population and the research procedure. As regards the characteristics of the sample, we coded the average age of participants and included whether participants were young or older adults. In view of possible gender differences, the proportion of females was coded. Whether participants were college students vs. members of the community (e.g. participants recruited through advertisements in local newspapers) was coded because the university community is the most common sample in psychology research. We also coded whether the sample consisted totally or partially of clinical individuals, taking into account clinical or neurological pathology, such as depression or dysphoria Event-related potentials (ERPs) were used to investigate the modality effects deriving from emotional words and facial expressions as stimuli in healthy, native German speakers ( Schacht and Sommer, 2009a). German verbs or pseudo-words associated with positive, negative or neutral emotions were used, in addition to happy vs. angry faces, as well as neutral and slightly distorted faces. The results revealed that negative posterior ERPs were evoked in the temporo-parieto-occipital regions, while enhanced positive ERPs were evoked in the fronto-central regions (positive verbs and happy faces) when compared with neutral and negative stimuli. These findings were in agreement with the previous findings ( Schupp et al., 2003; Schacht and Sommer, 2009b). While the same neuronal mechanisms appear to be involved in response to both emotional stimuli types, latency differences were also reported with faster responses to facial stimuli than to words, likely owing to more direct access to neural circuits-approximately 130 ms for happy faces compared to 380 ms for positive verbs ( Schacht and Sommer, 2009a). Moreover, augmented responses observed in the later positive complex (LPP), i.e., larger late positive waves in response to emotional verbs (both positive and negative) and angry faces, all associated with the increased motivational significance of emotional stimuli ( Schupp et al., 2000) and increased selective attention to pictures ( Kok, 2000). Over the last three decades, interest in the study of emotions has increased notably, focusing both on the construct itself and its interaction with other concepts such as cognition, behavior, personality and physiology [ 1– 3]. Velten E. A laboratory task for induction of mood states. Netherlands: Elsevier Science; 1968. p. 473–82.

Emotions elicited by product design are typically of low intensity and mixed character. To measure these typical product emotions, a non-verbal self-report tool was developed: Product Emotion Measurement Tool (PrEmo). Controlled mood induction enables us to better know, understand and manage our emotions. For this reason, much effort has been made in emotion research to create systems that artificially elicit emotional changes. Numerous Mood Induction Procedures (MIPs) have been developed to generate positive, negative and neutral mood states (see [ 4, 5] for a revision, [ 6]). Some procedures use autobiographical information, such as autobiographical memories [ 7, 8], while other procedures use written texts, such as Velten MIP [ 9] and the reading of fragments of books [ 10]. A number of procedures use acoustic stimuli, such as imagination MIPs e.g., [ 11, 12], the International Affective Digitized Sound System (IADS [ 13]) and music MIPs (e.g., [ 14]). Pictures are used in others procedures, such as the International Affective Pictures System (IAPS [ 15]). Procedures have also been implemented involving the manipulation of the expression, thought or behavior of the participants, for example, the Facial Action Coding System FACS [ 16] and social interaction of success or failure [ 17, 18]. Finally, audiovisual materials, such as virtual reality [ 19, 20] and films [ 21], have been utilized in certain procedures. Palfai T. P., & Salovey P. The influence of depressed and elated mood on deductive and inductive reasoning. Imagin Cogn Pers. 1993–1994; 13: 57–71. Surprise was excluded from the analysis because its emotional valence is unclear. In the literature, surprise has been treated as both a pleasant (e.g., [ 61]) and an unpleasant emotion (e.g., [ 62]).

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Carvalho J, Pereira R, Barreto D, Nobre PJ. The Effects of Positive Versus Negative Mood States on Attentional Processes During Exposure to Erotica. Arch Sex Behav. 2016. 46: 2495–2504. pmid:27734171 Innovative strategies for success from former Nike CMO Greg Hoffman, who had a major hand in crafting Nike’s singular brand and was instrumental in its most high-profile breakthrough campaigns. Yuen KSL, Lee TMC. Could mood state affect risk-taking decisions?. J Affect Disord. 2003; 75:11–18. pmid:12781345 Both pleasant and unpleasant sounds led to greater activation in the left and right auditory cortex compared with neutral sound. Engaged in higher-level cognitive functions (i.e., problem solving, planning and reasoning) and executive processes including WM ( Koechlin et al., 1999).

Leite J, Carvalho S, Galdo-Alvarez S, Alves J, Sampaio A, Goncalves OF. Affective picture modulation: valence, arousal, attention allocation and motivational significance. Int J Psychophysiol. 2012; 83: 375–81. pmid:22226675 The impact of emotion on learning processes is the focus of many current studies. Although it is well established that emotions influence memory retention and recall, in terms of learning, the question of emotional impacts remains questionable. Some studies report that positive emotions facilitate learning and contribute to academic achievement, being mediated by the levels of self-motivation and satisfaction with learning materials ( Um et al., 2012). Conversely, a recent study reported that negative learning-centered state (confusion) improve learning because of an increased focus of attention on learning material that leads to higher performances on post tests and transfer tests ( D’Mello et al., 2014). Confusion is not an emotion but a cognitive disequilibrium state induced by contradictory data. A confused student might be frustrated with their poor understanding of subject matter, and this is related to both the SEEKING and RAGE systems, with a low-level of activation of rage or irritation, and amplification of SEEKING. Hence, motivated students who respond to their confusion seek new understanding by doing additional cognitive work. Further clarification of this enhances learning. Moreover, stress, a negative emotional state, has also been reported to facilitate and/or impair both learning and memory, depending on intensity and duration ( Vogel and Schwabe, 2016). More specifically, mild and acute stress facilitates learning and cognitive performance, while excess and chronic stress impairs learning and is detrimental to memory performance. Many other negative consequences attend owing to overactivity of the hypothalamic-pituitary-adrenal (HPA) axis, which results in both impaired synaptic plasticity and learning ability ( Joëls et al., 2004). Nonetheless, confounding influences of emotions on learning and memory can be explained in terms of attentional and motivational components. Attentional components enhance perceptual processing, which then helps to select and organize salient information via a “bottom-up” approach to higher brain functions and awareness ( Vuilleumier, 2005). Motivational components induce curiosity, which is a state associated with psychological interest in novel and/or surprising activities (stimuli). A curiosity state encourages further exploration and apparently prepares the brain to learn and remember in both children and adults ( Oudeyer et al., 2016). The term “surprising” might be conceptualized as an incongruous situation (expectancy violation) refers to a discrepancy between prior expectations and the new information; it may drive a cognitive reset for “learned content” that draws one’s attention. Lenton AP, Slabu L, Sedikides C, Power K. I feel good, therefore I am real: Testing the causal influence of mood on state authenticity. Cogn Emot. 2013; 27: 1202–24. pmid:23574266Below is a list of reflective operations which influence the decisions we make and the emotional attachments we form with the things in our environment: Wang YM, Li T, Li L. Valence evaluation with approaching or withdrawing cues: directly testing valence-arousal conflict theory. Cogn Emot. 2018; 32: 904–12. pmid:28722534 Publication bias was measured using Egger’s test. We used a funnel plot to generate a graphic representation of this potential publication bias. The main issue in publication bias is that not all completed studies are published. Studies with larger effects sizes are more likely to be accepted for publication. Taking into account that the meta-analysis can overestimate the true effect size because it may be based on a biased collection of studies, it is important to assess the likely extent of the bias. We used Egger's Test to assess the publication bias.