Talking about cognitive and emotional processes, means talking about the most important aspects of human personality. These processes are important because their normal functioning is vital to individual and so on; in case of normal functioning of the individual these processes provide a secure prosperity and a better adaptation process in his social circle.
First of all, it is very important to make some operational definition about Cognition and Emotion. In these aspect, these processes have been analyzed from different perspectives within different contexts and fields, especially in the fields of linguistics, neurology, psychology, philosophy, anthropology and science. But, lots of authors and theories have stress different definitions about these processes.E.g.: David G. (2004) at his book, “Theories of Emotion”, stress: Emotion is the complex of psycho physiological experience of an individual's state of mind as interacting with biochemical (internal) and environmental (external) influences. He enhanced too that, in humans, emotion fundamentally involves "physiological arousal, expressive behaviors, and conscious experience.
Lazarus (1991), defined emotions according to 'core relational themes' which are intuitive summaries of the 'molar appraisals' (e.g. of relevance, goal conduciveness) involved in different emotions. These themes help define both the function and eliciting conditions of the emotion. They include:
Anger - a demeaning offense against me and mine.
Fear - facing an immediate, concrete, and overwhelming physical danger.
Sadness - having experienced an irrevocable loss.
Disgust - taking in or being too close to an indigestible object or idea (metaphorically speaking).
Happiness - making reasonable progress toward the realization of a goal.
Some theories have emphasized the role of different factors. Thus, the two-factor theory of emotion, (Schachter-Singer theory, 1962), is a theory of emotion suggesting that human emotion has two components (factors): physiological arousal and cognition (a conscious understanding of that arousal). According to the theory, "cognitions are used to interpret the meaning of physiological reactions to outside events.
Another theory is James-Lange theory which states that within human beings, as a response to experiences in the world, the autonomic nervous system creates physiological events such as muscular tension, a rise in heart rate, perspiration, and dryness of the mouth. Emotions, then, are feelings which come about as a result of these physiological changes, rather than being their cause. Lange specifically stated that vasomotor changes are emotions. (Ex. A person rationalizes that because he/she is crying, he/she must be sad.)
What about cognition? Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging and problem-solving. Based on this definition we can easily express that cognition is one of the most complex processes that needs to be study in a special way because of its importance. Processes that includes the preliminary definition, makes us think that it is the most important part of our personality too.
Many other researches and dates has been written on the importance of these processes, (Lazarus, 1991; Smith & Lazarus, 1993), proving that through operational definitions to emphasize the similarities and differences between them and about the role they have for the life of the individual.
Cognition as a process, has a special importance for the individual, so a concise study about it and its importance is very important, because it enables us at the same time recognizing the individual and the most important part of it. Some studies have emphasized that there are major differences between them, stressing a great role of cognitive processes and their impact on emotional processes, Parkinson (1994).So, they stress that cognitive processes impact more those emotional ones.
But the other theories emphasized that feelings more than anything else influence our personal lives, that they affect the quality of our mental states, our sense of bodily well-being, and the bodily well-being itself, [(Affective Neuroscience. Cognition and Emotion. Panksepp, J. (1998)].They say that emotions are critical for the survival of the individual.
Some authors trying to make the differences between these processes (John Wiley & Sons, 2005) have evaluated a dichotomy aspect by saying that emotion always involves cognition and cognition always involves emotion.
We can also mention that all these investigation were done through lots of studies when in some experimental ways were pronounced the role for both of these processes.
Definitions and the role of Cognition and Emotion
In the beginning we have enhanced the role or these processes, as one of the most important parts of personality and some of the theories that were most deal with these processes.
Both of processes are very important, but when researchers define and describe the role of them in our personality, they try to do it most, based on the similarities and differences between them.
But the best way to understand the role and importance of them is defining in some operational ways separated, looking for researches that were before done about these processes.
Thus, below we’ll define and through these definitions and some findings, we will express the role and importance of them.
What is Cognition and what does it impact most in our lives?
Different definitions were made by different authors and theories about cognition and cognitive processes in general. But despite from all of them it is very important to start defining emotions from the literal meaning, because there we can find what in fact the term has to do with and then we can easily judge about its role and importance.
In literal, Cognition means “to know”. Knowledge can be thought of as “memories formed from the manipulation and assimilation of raw input”, perceived through our senses of sight, hearing, taste, touch and smell (Gregory Kellett, 2008).
If we only stop and analyze this definition that Kellet made, we could stress about the role of the of cognition in our lives. Until people are under cognition impact, almost all of his most important parts are under function, starting from senses of sight, hearing, taste etc, even the other parts, as is our emotional state, attention, intelligence, etc.
Cognition, in general is an ability (mental ability) for:
1. Ability to acquire knowledge: - The mental ability or process of acquiring knowledge by the use of reasoning, intuition, or perception
2. Knowledge acquired: - Knowledge acquired through reasoning, intuition, or perception processes.
Therefore, we can enhanced that cognition is the psychological result of perception, learning and reasoning as some mental processes.
Others definitions stress directly the impact and the role of cognition in our lives. So on, some authors (Lycan, W. (1999). Mind and Cognition) stressed that the term “Cognition”, ( latin: cognoscere, "to conceptualize" or "to recognize") refers to a faculty for the processing of information, applying knowledge, and changing preferences. Cognition, or cognitive processes, can be natural or artificial, conscious or unconscious. And as we stressed preliminary these processes have been analyzed from different perspectives within different contexts, especially in the fields of linguistics, anesthesia, neurology, psychology, philosophy, anthropology, systemic and computer science. But within psychology or philosophy, the concept of “Cognition” is closely related to abstract concepts such as mind, intelligence, also cognition is used to refer to the mental functions, mental processes (thoughts) and states of intelligent entities (humans, human organizations, highly autonomous machines).
The sort of mental processes described as cognitive are largely influenced by research which has successfully used this paradigm in the past, likely starting with Thomas Aquinas, who divided the study of behavior into two broad categories: cognitive (how we know the world), and affect (feelings and emotions). Consequently, this description tends to apply to processes such as memory, association, concept formation, language, attention, perception, action, problem solving and mental imagery. Traditionally, emotion was not thought of as a cognitive process. This division is now regarded as largely artificial, and much research is currently being undertaken to examine the cognitive psychology of emotion; research also includes one's awareness of strategies and methods of cognition, known as metacognition (Coren, Ward & Enns, 1999).
It is very important to enhance that there is the Cognitive Science or how do some psychologist call it: “the science of knowledge”: Is exactly the scientific study of knowledge and how it is acquired, combining aspects of philosophy, psychology, linguistics, anthropology, and artificial intelligence.
Cognition as an intellectual process, affects almost every area of an individual life. His width includes even the exact sciences in addition to social ones. We can see this feature at cognition itself, because it includes one of the most important aspects of human beings such as memory, thinking, attention, intelligence and other intellectual processes.
Numerous authors have emphasized the role of cognition as more important at humans, compared with that of emotion (Coren, H. 1998). Based on researches done with animals, they note that the intellectual processes of the individual are those who control it, dominating so well in those behavioral and emotional processes.
Therefore, the role and importance of cognition as about human species, it is very important, because the normal functioning of the cognitive process to the individual, enables him a better adaptation in his social circle and in whole life in general.
Do animals have Cognition
An important part when we deal with the issue of cognition is the concept of animal cognition.
Do animals have cognition? Do they act instinctively or based on this process? What do studies enhanced about this process to animals?
“Animal cognition” is the title given to the study of the mental capacities of non-human animals from different researchers and studies. It has been developed out from the comparative psychology, but has also been strongly influenced by the approach of ethology, behavioral ecology, and evolutionary psychology. The alternative name “cognitive ethology” is therefore sometimes used; and much of what used to be considered under the title of ‘animal intelligence:’ is now thought of under this heading.
In practice, animal cognition mostly concerns mammals, especially to primates, cetaceans and elephants( besides canidae, felidae and rodents), but researches also extends to non-mammalian vertebrates such as birds including parrots, corvids, and pigeons, as well as lizards and fish, even to non-vertebrates such as cephalopods (Skinner, B. F. (1969). Contingencies of reinforcement: a theoretical analysis).
Studies shows us that animals in general act instinctively, except some concerns mammals for who they believe that they can make a lot of actions based on their “intellectual capacity”.
But they enhance that there is a different between the way that animals use they intellectual capacity and humans. Animals usually use these ability in complex situations while humans most of things that they do under this ability.
Even though there is a major number of studies that do support this statement, we can enhanced that cognitive aspect is the most important the one that makes humans species different from those non-human ones(animals).And so on, the debate about this issue, is continual, exactly because of the complexity that does this issue contents.
What is Emotion
A very important aspect about human species is the emotional side. It is very important having information about emotions because it contents the most important part of a human personality.
So on, lots of definitions and studies that were before done, shows us about the importance that do emotions have in our life. For neither of the definitions are not full, partly because the emotions are complex personal events, which are difficult to understand even to ourselves and to others (Pettijohn, T. 1996).They are copmplex in every aspect, starting from the way we exspress them.
The complexity with which we can express our emotions makes us think that emotion is a multifactorial or multidimensional process. We always have the impression that we lack words to describe our emotions accurately. But under this complexity, it underlies a common factor to all emotions: “each emotion expresses a quantity or magnitude in a positive or negative scale”. This way, we experience positive and negative emotions in different degrees and with diverse intensity. We can experience abrupt or gradual changes of emotional intensity, either towards the positive or negative side. That is to say, all emotion represents a magnitude or measurement along a continuum that can take positive or negative values (Wukmir, V.J., 1967).
Lazarus (1991) defines emotions according to 'core relational themes' which are intuitive summaries of the 'molar appraisals' (e.g. of relevance, goal conduciveness) involved in different emotions. These themes help define both the function and eliciting conditions of the emotion. They include:
Anger - a demeaning offense against me and mine.
Fear - facing an immediate, concrete, and overwhelming physical danger.
Sadness - having experienced an irrevocable loss.
Disgust - taking in or being too close to an indigestible object or idea (metaphorically speaking).
Happiness - making reasonable progress toward the realization of a goal.
Theories of Emotions
Theories about emotions stretch back at least as far as the Ancient Greek Stoics, as well as Plato and Aristotle. Also some sophisticated theories we can see in the works of philosophers such as René Descartes, Baruch Spinoza and David Hume. Later theories of emotions (as are somatic theories) tend to be informed by advances in “empirical research”. Often theories are not mutually exclusive and many researchers incorporate multiple perspectives in their work.
Since the first theories of emotions, from the work of philosophers, there have been formed lots of theories and each one stress different roles of emotions.
Most of authors agrees that these theories can be separated in six groups (David,1991):
1. Somatic theories
2. Neurobiological theories
3. Cognitive theories
4. Two-factor theory
5. Affective events theory
6. Cannon-Bard theory
1. Somatic theories -
These theories claim that bodily responses rather than judgments are essential to emotions. The first modern version of such theories comes from William James in the 1880s.
James-Lange Theory:
William James, (1884), in the article 'What is an Emotion?' (Mind, 9, 1884: 188-205) argued that emotional experience is largely due to the experience of bodily changes. Carl Lange, a Danish psychologist also proposed a similar theory at around the same time, so this position is known as the James-Lange theory. This theory, which was introduced in the late 19th century and its derivatives, state that a changed situation leads to a changed bodily state. As James says "the perception of bodily changes as they occur is the emotion". James further claims that "we feel sad because we cry, angry because we strike, afraid because we tremble, and neither we cry, strike, nor tremble because we are sorry, angry, or fearful, as the case may be."
This theory is supported by experiments in which by manipulating the bodily state, a desired emotion is induced. Such experiments also have therapeutic implications (for example, in laughter therapy, dance therapy). The James-Lange theory is often misunderstood because it seems counter-intuitive. Most people believe that emotions give rise to emotion-specific actions: e.g. "I'm crying because I'm sad", or "I ran away because I was scared". The James-Lange theory, conversely, asserts that first we react to a situation (running away and crying happen before the emotion), and then we interpret our actions into an emotional response.
In this way, emotions serve to explain and organize our own actions to us. The issue with James-Lange theory is that of causation (bodily states causing emotions and being a priori), not that of the bodily influences on emotional experience (which we would argue that it is still quite prevalent today in biofeedback studies and embodiment theory).
2. The neurobiological theories:
Based on discoveries made through neural mapping of the limbic system, the neurobiological explanation of human emotion is that “emotion is a pleasant or unpleasant mental state organized in the limbic system of the mammalian brain”. If distinguished from reactive responses of reptiles, emotions would then be mammalian elaborations of general vertebrate arousal patterns, in which neurochemicals (for example, dopamine, noradrenalin, and serotonin) step-up or step-down the brain's activity level, as visible in body movements, gestures, and postures.
For example, the emotion of love is proposed to be the expression of paleocircuits of the mammalian brain (specifically, modules of the cingulate gyros) which facilitate the care, feeding, and grooming of offspring. Paleocircuits are neural platforms for bodily expression configured before the advent of cortical circuits for speech. They consist of pre-configured pathways or networks of nerve cells in the forebrain, brain stem and spinal cord, (Kringelbach, M. L., O’Doherty, J. O., Rolls, E. T., & Andrews, C. (2003). Activation of the human orbitofrontal cortex to a liquid food stimulus is correlated with its subjective pleasantness. Cerebral Cortex, 13, 1064-1071).
3. Cognitive theories –
An influential theory here is that of Lazarus: emotion is a disturbance that occurs in the following order:
1.) Cognitive appraisal- The individual assesses the event cognitively, which cues the emotion. 2.) Physiological changes- The cognitive reaction starts biological changes such as increased heart rate or pituitary adrenal response.
3.) Action- The individual feels the emotion and chooses how to react. For example: Jenny sees a snake. 1.) Jenny cognitively assesses the snake in her presence, which triggers fear.2.) Her heart begins to race faster. Adrenaline pumps through her blood stream. 3.) Jenny screams and runs away. Lazarus stressed that, “The quality and intensity of emotions are controlled through cognitive processes”. These processes underlie coping strategies that form the emotional reaction by altering the relationship between the person and the environment.
There are some theories on emotions arguing that cognitive activity in the form of judgments, evaluations, or thoughts is necessary in order for an emotion to occur. A prominent philosophical exponent is Robert C. Solomon (for example, The Passions, Emotions and the Meaning of Life, 1993). The theory proposed by Nico Frijda where appraisal leads to action tendencies is another example.
It has also been suggested that emotions (affect heuristics, feelings and gut-feeling reactions) are often used as shortcuts to process information and influence behavior. The Affect infusion model (AIM) is a theoretical model developed by Joseph Forgas in the early 1990s that attempts to explain how emotion and mood interact with one's ability to process information,( Lazarus R., UC Berkeley psychology faculty member and influential researcher).
4. Two-factor theory –
Another cognitive theory is the Singer-Schachter theory. This is based on experiments purportedly showing that “subjects can have different emotional reactions despite being placed into the same physiological state with an injection of adrenaline”. Subjects were observed to express either anger or amusement depending on whether another person in the situation displayed that emotion. Hence, the combination of the appraisal of the situation (cognitive) and the participants' reception of adrenaline or a placebo together determined the response.
5. Affective events theory –
This a communication-based theory developed by Howard M. Weiss and Russell Cropanzano (1996) that looks at the causes, structures, and consequences of emotional experience (especially in work contexts). This theory suggests that emotions are influenced and caused by events which in turn influence attitudes and behaviors. This theoretical frame also emphasizes time in that human beings experience what they call emotion episodes—a "series of emotional states extended over time and organized around an underlying theme".
6. Cannon-Bard theory-
The Cannon-Bard theory, also known as the thalamic theory, is a theory of emotion developed by physiologists Walter Cannon and Philip Bard, suggesting that individuals experience emotions and physiologically react simultaneously. These actions include changes in muscular tension, perspiration, etc. This theory challenges the James-Lange theory of emotion introduced in the late 19th century, which suggests that emotion results from one's "bodily change," rather than the other way around.
The Cannon-Bard Theory of Emotion is based on the premise that one reacts to a specific stimulus and experiences the corresponding emotion simultaneously. Therefore, if one is afraid of heights and is travelling to the top of a skyscraper, they are likely to experience the emotion of fear. Subsequently, the perception of this emotion (fear) influences the person's reaction to the stimulus (heights). Cannon and Bard posited that one is able to react to a stimulus only after experiencing the related emotion and experience. The emotion in which it goes into the brain.
Basic Emotions
Different authors have enhanced different kind of emotions. But we will collect some of main authors and their division.
Paul Ekman categories
Thus, Paul Ekman has dedicated his career to researching emotions, focusing primarily on these seven basic emotions:
Fear — Danger lurks
Sadness — Impending loss
Anger — Conspecific threat, trespass, thwarted goals, plea for justice
Joy — Impending gain
Surprise — Unexpected event
Disgust — Contamination, toxic contact
Contempt — Substandard behavior or being
But, he also enhanced (in his book “The Passion and Reason”,) that some of main emotions that we can meet already every day ,in our daily life can be as he provides in clear definitions and descriptions of all these 15 separate emotions :
Anger — Nonspecific threat, trespass, loss attributed to an agent, unjust insult, thwarted goals, plea for justice
Envy — Desiring other's stature objects
Jealousy — Threat to sexual access.
Fright — Concern for a future specific unpleasant event.
Anxiety — Concern for an unidentified unpleasant event.
Guilt — you have a standard and I did not meet it.
Shame — I have a standard and I did not meet it
Relief — anticipated undesirable outcome has not occurred
Hope — Anticipation of future desirable event or outcome
Sadness — A specific undesirable outcome has occurred
Depression — lost hope
Happiness — a desirable event or outcome has occurred
Pride — I approve of my actions, I have met a standard (mine = smug, yours = authentic)
Love — Attraction and caring
Gratitude — Appreciating another's kindness
Compassion — Feeling the pain of another
Aesthetic Experience — Awe, wonder, and slight fear of nature and its creations.
The Goleman categories
In appendix “A” of his book Emotional Intelligence Daniel Goleman proposes these basic families of emotions:
Fear: (Safety) anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness, qualm, edginess, dread, fright, terror and in the extreme cases phobia and panic.
Anger: (Justice) fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity, annoyance, irritability, hostility, and perhaps these are manifest in the extreme as hatred and violence.
Sadness: (Loss) grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair, and depression in the extreme case.
Enjoyment: (Gain) happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure, thrill, rapture, gratification, satisfaction, euphoria, whimsy, ecstasy, and at the far edge, mania.
Love: (Attraction) acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation, and agape.
Disgust: (Repulsion) contempt, distain, scorn, abhorrence, aversion, distaste, and revulsion
Surprise: (Attention) shock, astonishment, amazement, and wonder
Shame: (Self-control) guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition.
Robert Plutchik categories
Plutchik created so on called “wheel of emotions” in 1980 which consisted of 8 basic emotions and 8 advanced emotions each composed of 2 basic ones:
Basic emotion Basic opposite
Joy Sadness
Trust Disgust
Fear Anger
Surprise Anticipation
Sadness Joy
Disgust Trust
Anger Fear
Anticipation Surprise
Non-Emotions
In his book Richard Lazarus (1991), Emotion and Adaptation , lists several mental states and called them non-emotions because as he stressed, they “may be” emotion related, but are not themselves actual emotions.
- The list includes:
-the complex states of:
Grief and depression
-the ambiguous positive states of:
Expansiveness, awe, confidence, challenge, determination, satisfaction, and being pleased
-the ambiguous negative states of:
Threat, frustration, disappointment, helplessness, meaningless, and awe
-the mental confusion states of:
Bewilderment and confusion
-the arousal states of:
Excitement, upset, distress, nervousness, tension, and agitation;
-and finally the pre-emotions of:
Interest, curiosity, amazement, anticipation, alertness, and surprise.
Lazarus, also emotions defined according to 'core relational themes' which are intuitive summaries of the 'molar appraisals' (e.g. of relevance, goal conduciveness) involved in different emotions. These themes help define both the function and eliciting conditions of the emotion. They include:
Anger - a demeaning offense against me and mine.
Fear - facing an immediate, concrete, and overwhelming physical danger.
Sadness - having experienced an irrevocable loss.
Disgust - taking in or being too close to an indigestible object or idea (metaphorically speaking).
Happiness - making reasonable progress toward the realization of a goal.
Relation between cognition and emotion?
Authors that most deal with this issue enhance lots of views and no one of them is similar with others. But we can discern or collect from the educational and psychological literature three kinds of answers about this issue:
First, some emotional reactions can be elicited without the intervention of cognition (the opposite has not yet been documented).
Second, cognition is a cause of emotion. Thus, many emotional reactions and modulations are contingent upon or influenced by the individual’s (cognitive) appraisal of the stimuli coming from his/her body, mind, and environment. There is also a robust relationship between the individual’s understanding of emotion (including of their regulation) and his/her emotional well-being.
Third, emotion is a cause of cognition. Thus, emotional arousal and valence have an influence on, for example, memory, attention, and creativity. This impact is neither linear nor symmetrical: Emotional arousal has to be neither too low nor too high to have an optimum impact and the impact of negative emotions seems clearer than the impact of positive emotions. In this article, we claim that the identification of causal relations between cognition and emotion may to a great extent depend on the moment one takes a snapshot in the flow of the individual’s subjective experience. We also claim that, as a function of the situation (context, circumstances, etc.) and the individual (personality level of development, etc.), either cognition or emotion may be dominating the individual’s mental functioning and, further, that the absence of this circularity would be dysfunctional for the individual (Lazarus, R. (1999).
General aspects of cognition and emotion research
The contemporary community of cognition-emotion researchers employs a wealth of different methodologies and techniques, within a variety of research designs, in order to understand its subject matter. Perhaps more importantly, and this is an idea that emerges from all of the sections of the present volume, there is a need to integrate research across different levels of explanation within psychology. At present, cognition-emotion relations are conceptualized at a number of levels of analysis: the neurobiological, the functional, the social, and the cultural. What will become necessary in the short- to medium-term are theories integrating across these various levels of analysis.
It is this need for integrative theorizing and research that is likely to extend the range of research methodologies employed in cognition and emotion over the next decade. The challenge in this field will be to resist the temptation to pursue a modern-day phrenological mapping of the brain, but, instead, to try and utilize neuroimaging techniques to refine and develop the functional-level theories about cognition-emotion relations such as those presented in Section Four of the present book. It seems likely that an intermediate stage of theorizing in which functional level theories are mapped onto theories in neurobiology may be necessary before tractable hypotheses can be generated and the potential of neuroimaging work will begin to be realized.
At the other end of the continuum, the development of more sophisticated techniques of qualitative data analysis is likely to provide a window into the complex cognitive dynamics of real-life interactions and dialogues revolving around emotions and emotional issues. These developments are already apparent in the increased interest in narrative, particularly in the trauma literature (see for example, Pennebaker, 1995). The emphasis on understanding supra-propositional meaning structures that emerge out of verbal protocols echoes the idea of the role for supra-propositional representations as formulated in the more recent multi-level theories described in the chapter by Teasdale.
Other research methodologies that have gathered momentum in the late 1980s and early 1990s, in terms of their application to cognition and emotion, are social cognitive techniques and, related to this, face processing (see chapter by Ekman). Researchers are beginning to consider the role of facial processing in emotional disorders and the similarities to the processing of non-facial emotional information (see chapter by Mogg & Bradley). Faces provide an ecologically valid set of complex emotional stimuli that avoid all of the methodological baggage associated with laboratory studies of word lists and verbal material in general. It seems likely that the use of faces as a heuristic tool in laboratory studies of cognition and emotion in the future will increase.
Finally, it seems clear that the emphasis in cognitive science on computational modeling, both connectionist and symbolic, will spread to the domain of cognition and emotion. At present, it is only relatively low-level aspects of processing such as attentional bias on the Stroop task that are seen as tractable in the modeling community (see Williams, Mathews & MacLeod, 1996). However, over the next decade, with increased emphasis on mathematical and attribute space modeling, more high-level aspects of cognition-emotion relations are likely to become the focus for modeling research.
Summary
As we enhanced in the beginning, the aim of this theme (essay) was to stress the role of cognition and emotion in human lives. But until working, there was importance to enhance the issue of these processes, at the animal too (more the role of cognition). We made it because this issue it has been debated for so many years and there is still continuing by the aim to make it clear if there is really something in animal’s behavior that (special cognition) has any importance.
We started to work on this theme by defining both of these processes in their literal meaning. It is important these aspect because most of people confuse, when they enhance the role of them.
After then, we summarized the role of these processes, enhanced some of main theories about emotions and through some findings we tried to make the differences between them.
It is not necessary to make any conclusion about these processes, because the them itself s has no need about it, but the importance is that we summarized some of the main information and enhanced the role of these processes in our life through finding, looking researches that were done, browsing the literature etc.
Even though we are conscious that there wasn’t done enough in these theme, maybe the fact that we tried to deal with the importance of this issue, will make us think that there is a lot to be about these processes. The importance (special for me ) was the educational aspect, after than, trying to deal with this issue I saw that there is a great importance of these processes in our lives and that there are a lot of question that needs to answer in the future as about these processes.
At the near future, the development of more sophisticated techniques, also qualitative data analysis is likely to provide a window into the complex cognitive dynamics of real-life interactions and dialogues revolving special around emotions and emotional issues.
So on, there is need to have more studies about this issue because of their importance in our life. Therefore, this theme will need to be modified later, because, for sure, there will be studies that will come with new findings about them and their importance.
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