Jennifer FugateKansas City University of Medicine and Biosciences | KCUMB
Jennifer Fugate
PhD
About
38
Publications
76,770
Reads
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719
Citations
Citations since 2017
Introduction
I am a social-cognitive psychologist, and study the role of language in emotion perception and regulation, as well as have a line of research on embodied learning. I recently joined the Health Services Psychology department (January, 2022) as an Associate Professor at Kansas City University. I direct the ABLE (affective, behavior, learning and embodiment) lab. https://fugatejennifer.wordpress.com/
https://embodiedcognitionandlearning.com/jennifer-fugate-phd/
Additional affiliations
September 2016 - present
September 2012 - May 2016
November 2009 - June 2011
Education
August 2002 - May 2008
Emory University
Field of study
- Psychology (Neuroscience and Animal Behavior)
Publications
Publications (38)
Despite a growing number of studies suggesting that emotion words affect perceptual judgments of emotional stimuli, little is known about how emotion words affect perceptual memory for emotional faces. In Experiments 1 and 2 we tested how emotion words (compared to control words) affected participants’ abilities to select a target emotional face fr...
Categorical perception (CP) refers to how similar things look different depending on whether they are classified as the same category. Many studies demonstrate that adult humans show CP for human emotional faces. It is widely debated whether the effect can be accounted for solely by perceptual differences (structural differences among emotional fac...
Categorical perception (CP) occurs when continuously varying stimuli are perceived as belonging to discrete categories. Thereby, perceivers are more accurate at discriminating between stimuli of different categories than between stimuli within the same category (Harnad, 1987; Goldstone, 1994). The current experiments investigated whether the struct...
The social brain hypothesis proposes that large neocortex size in Homonoids evolved to cope with the increasing demands of complex group living and greater numbers of interindividual relationships. Group living requires that individuals communicate effectively about environmental and internal events. Recent data have highlighted the complexity of c...
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy.
Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then...
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy.
Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then...
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy.
Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then...
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy.. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, the...
In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the b...
In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the b...
It is long hypothesized that there is a reliable, specific mapping between certain emotional states and the facial movements that express those states. This hypothesis is often tested by asking untrained participants to pose the facial movements they believe they use to express emotions during generic scenarios. Here, we test this hypothesis using,...
Emoji faces, which are ubiquitous in our everyday communication, are thought to resemble human faces and aid emotional communication. Yet, few studies examine whether emojis are perceived as a particular emotion and whether that perception changes based on rendering differences across electronic platforms. The current paper draws upon emotion theor...
Comprehension of empirical research is important for undergraduate students in scientific domains. The American Psychological Association’s (2013) guidelines state that information literacy is a key learning indicator for the undergraduate psychology majors. Such
literacy includes being able to read and summarize psychological sources and interpret...
Emoji faces are ubiquitous and integrated into most people’s everyday (nonverbal) vernacular. Yet, we know little about how people interpret these characters in terms of their emotional content. Do people agree that an emoji face represents an individual emotion and that it is unique to a specific emotion? Are such representations similar across el...
Embodied cognition theories are different from traditional theories of cognition in that they specifically focus on the mind–body connection. This shift in our understanding of how knowledge is acquired challenges Cartesian, as well as computational theories of cognition that emphasize the body as a “passive” observer to brain functions, and necess...
To explore whether the meaning of a word changes visual processing of emotional faces (i.e., visual awareness and visual attention), we performed two complementary studies. In Experiment 1, we presented participants with emotion and control words and then tracked their visual awareness for two competing emotional faces using a binocular rivalry par...
Do English-speakers think about anger as “red” and sadness as “blue”? Some theories of emotion suggests that color(s)—like other biologically-derived signals- should be reliably paired with an emotion, and that colors should differentiate across emotions. We assessed consistency and specificity for color-emotion pairings among English-speaking adul...
Scientific knowledge, including the critical evaluation and comprehension of empirical articles, is a key skill valued by most undergraduate institutions for students within the sciences. Students often find it difficult to not only summarize empirical journal articles, but moreover to successfully grasp the quality and rigor of investigation behin...
We assessed the role that language plays in detecting a change in a transitioning emotional face. In two ex- periments, participants were presented with emotion or control words prior to seeing a transitioning face from
one emotion to another (e.g., anger-disgust). In the first experiment, participants (n = 42) took less time to detect a change in...
We assessed the role that language plays in detecting a change in a transitioning emotional face. In two experiments, participants were presented with emotion or control words prior to seeing a transitioning face from one emotion to another (e.g., anger-disgust). In the first experiment, participants (n = 42) took less time to detect a change in a...
Cognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students’ learning of material across disciplines has yet to be fully applied. In this article, we present an integrative review of embodied cognition, and demonstrate ho...
Cognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students' learning of material across disciplines has yet to be fully applied. In this paper, we present an integrative review of Embodied Cognition, and demonstrate how...
Cognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students' learning of material across disciplines has yet to be fully applied. In this paper, we present an integrative review of Embodied Cognition, and demonstrate how...
This is a different book chapter, not data.
This is a book chapter, not data.
This volume examines the “New Wave” of research in cognitive neuroscience that has developed primarily in the last decade. It is divided into four sections. The first section looks at emotion and how it relates to perception and attention, as well as the link between emotion and cognition. It also discusses genetic and developmental approaches to e...
Categorical perception (CP) occurs when items in a series of continuously varying stimuli are perceived as belonging to discrete categories. Thereby, perceivers are more accurate at discriminating between stimuli of different categories than between stimuli within the same category (Harnad, 1987; Goldstone, 1994). The current experiments investigat...
In this commentary, we review evidence that production-based (perceiver-independent) measures reveal few consistent sex differences in emotion. Further, sex differences in perceiver-based measures can be attributed to retrospective or dispositional biases. We end by discussing an alternative view that women might appear to be more emotional because...
Vocalizations are among the diverse cues that animals use to recognize individual conspecifics. For some calls, such as noisy screams, there is debate over whether such recognition occurs. To test recognition of rhesus macaque noisy screams, recorded calls were played back to unrelated and related conspecific group members as either single calls or...
Conditioning and learning factors are likely to play key roles in the process of addiction and in relapse to drug use. In nicotine addiction, for example, contextual cues associated with smoking can be powerful determinants of craving and relapse, even after considerable periods of abstinence. Using the detection of the immediate-early gene product...
Questions
Questions (3)
I am looking for an additional FACS coder for consulting work for reliability. Please let me know if you are/know of anyone who might be interested. Thanks in advance.
I have a very tightly controlled paradigm and comparing/computing d' from individual trials in the presence/absence of a different prime proceeding each trial. Accuracy is typically low on this discrimination task, but we find reliable statistical differences among conditions. However, when converting accuarcies to d's, they are all less than 1 (range: .3-.9). I still find the predicted statistical differences between conditions, but are the results meaningless since d's less than 1 are not above threshold? Thanks in advance.
Here's the study design:
Participants are asked to select up to three (of 23) potential colors for an emotion. For each color they pick, they indicate on a scale 1-10 about how much they think about that color when they think of that emotion. I would like to use a rmANOVA on color intensities, which essentially means that if they did not choose a color, I am coding it as intensity for the color = 0.
Do you see a problem with turning unchosen colors into values of 0 so that I can use a rmANOVA to compare whether color intensities are statistically different across the emotions?
