Barrett, L. F., Wilson-Mendenhall, C. D., & Barsalou, L. W. (2014). A Psychological Construction Account of Emotion Regulation and Dysregulation: The Role of Situated Conceptualizations. In J. J. Gross (Ed.), The Handbook of Emotion Regulation (2nd ed., pp. 447-465). New York: Guilford.

has been cited by the following article:

• TITLE: Daring to Dare—Theoretical Experiment for Pedagogical Practices and Body-Brain-Embedded Subject

  AUTHORS: Edyta Just

  KEYWORDS: Conceptual Act Model, Emotions, Affect, Concept and Stratum, Meaning Making, Pedagogy, Self-/Critically-Creative Abilities, Subject, Body, Mind and Brain

  JOURNAL NAME: Creative Education, Vol.7 No.2, February 26, 2016

  ABSTRACT: This article discusses and experiments with a psychological constructionist account of the brain basis of emotion—the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum. Why those two? The conceptual act model theorizes process of meaning making of external and internal sensations including experience of emotions. Deleuze and Guattari, with their accounts, reflect on various patterns of making meaning comprising those that lead to self-/criticism and creativity. Since it is crucial to think about teaching practices that support students in daring to challenge, problematize and generate new meaning of experienced sensations, theories that address meaning making processes are of particular relevance. This article shows that those theories alone and once exposed to an experiment may possibly inspire pedagogical undertakings that aim to create self-/critically-creative abilities among students, but also add to the ways of conceptualizing subject, body, mind and brain.