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Oatley, K. and Johnson-Laird, P.N. (1995) The Communicative Theory of Emotion: Empirical Tests, Mental Models, and Implications for Social Interaction. In: Martin, L.L. and Tesser, A., Eds., Goals and Affect, Erlbaum, Hillsdale.

has been cited by the following article:

• TITLE: The Application of Two Different Types of Context in the Teaching of an Undergraduate Course

  AUTHORS: Yan Wu

  KEYWORDS: Context, Natural Learning Situation, Visual Resources

  JOURNAL NAME: Open Journal of Social Sciences, Vol.4 No.2, February 23, 2016

  ABSTRACT: We address the question of how natural learning context and application of visual materials can positively affect the student learning. After discussing theory, we report an application of natural learning context and application of visual materials in the teaching of a recent undergraduate preservation course. In this study, the research questions addressed are: 1) What are the differences between a natural learning situation and a conventionally designed learning situation? 2) How does this difference affect a learner? 3) Why the follow-up activities and application of visual resources are beneficial? This study also points out the function of emotions in cognitive process and adopts the view that all representations arise with the contingent of a context in which emotions are implied, activated, and experienced.