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

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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. Effect on LPC of negative and high-arousal words, while LPC was not affected by arousal-related words alone. Reported the importance of valence and arousal in emotion-related ERP effects. Schneider, Louis/Sverre Lysgaard (1953): The Deferred Gratification Pattern. A Preliminary Study. In: American Sociological Review 18, S. 142–149. Greg Hoffman is a global brand leader, former NIKE Chief Marketing Officer, and founder and principal of the brand advisory group Modern Arena. Nummenmaa L, Niemi P. Inducing affective states with success-failure manipulations: a meta-analysis. Emotion. 2004; 4: 207–14. pmid:15222857

Röttger-Rössler, Birgitt (2004): Die kulturelle Modellierung des Gefühls. Ein Beitrag zur Theorie und Methodik ethnologischer Emotionsforschung anhand indonesischer Fallstudien. Münster: Lit. More positivity for pleasant and unpleasant pictures than neutral pictures in the posterior regions. Ortony, A., Norman, D. A., & Revelle, W. (2005). “Affect and proto-affect in effective functioning”. Who needs emotions, 173-202. Horkheimer, Max/Theodor W. Adorno (1969): Dialektik der Aufklärung. Philosophische Fragmente. Frankfurt a.M.: S. Fischer.

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Hochschild, Arlie Russel (1998): The Sociology of Emotion as a Way of Seeing. In: Gillian Bendelow/ Simon J. Williams (Hrsg.), Emotions in Social Life. Critical Themes and Contemporary Issues. London: Routledge, S. 3–15.

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. An unforgettable account of a man and a business that never had to try to be someone else's idea of cool - because they had already defined it themselves' Rory Sutherland, Vice-Chairman of Ogilvy and author of Alchemy the design of a Swatch watch focuses on reflective aspects, where the aesthetics and the use of cultural images and graphical elements are central. Brilliant colours, wild designs, and art are very much part of the Swatch trademark and are what draw people to buy and wear their watches.” Jenkins LM, Andrewes DG. A new set of standardised verbal and nonverbal contemporary film stimuli for the elicitation of emotions. Brain Impair. 2012; 13: 212–27. Why do its campaigns - from 'Just do it' to the famous Nike swoosh - capture the imaginations of millions worldwide?

Abstract

Vianna EPM, Tranel D. Gastric myoelectrical activity as an index of emotional arousal. Int J Psychophysiol. 2006; 61: 70–6. pmid:16403424 Studies were accepted for the meta-analysis if they met the following criteria: (a) the study investigated both positive and negative emotions and neutral state; (b) the participants’ affective state was measured with a self-report instrument; (c) self-reports were based on the dimensional or the discrete model of emotion; (d) the results were reported with sufficient detail to allow calculation of effect sizes. Emotional processing and responses ( Northoff et al., 2000), social and emotional judgment ( Moll et al., 2002), facilitation of regret ( Camille et al., 2004).