Jennifer S. Lerner mostly deals with Social psychology, Anger, Affect, Risk perception and Pessimism. Her research integrates issues of Social cognition and Normative in her study of Social psychology. Jennifer S. Lerner focuses mostly in the field of Anger, narrowing it down to topics relating to Cognition and, in certain cases, Empirical evidence.
Her Risk perception research incorporates themes from Certainty, Personality, Public opinion and Risk aversion. Her work carried out in the field of Pessimism brings together such families of science as Developmental psychology and Optimism. Her research in Valence tackles topics such as Negative feeling which are related to areas like Cognitive psychology.
Jennifer S. Lerner spends much of her time researching Social psychology, Pandemic, Test, Psychological intervention and Anger. Her Social psychology research includes elements of Developmental psychology, Cognition and Risk perception. In her study, Positive illusions is inextricably linked to Mental health, which falls within the broad field of Developmental psychology.
Her studies in Cognition integrate themes in fields like Accountability and Normative. Her Risk perception research also works with subjects such as
Her primary areas of investigation include Pandemic, Test, Psychological intervention, Psychiatry and StudyProtocol. Message framing, Applied psychology, Anxiety and Information seeking are fields of study that overlap with her Pandemic research. Psychological resilience is closely connected to Intervention in her research, which is encompassed under the umbrella topic of Psychological intervention.
Her Psychological resilience study is associated with Social psychology. Her Psychiatry study frequently intersects with other fields, such as China. Her study looks at the intersection of Developmental psychology and topics like Sadness with Meta-analysis.
Her primary areas of study are Test, Psychological intervention, Repurposing, Intervention and Psychological resilience. Her research ties Social psychology and Test together. Protocol and Developmental psychology are two areas of study in which Jennifer S. Lerner engages in interdisciplinary work.
Jennifer S. Lerner works mostly in the field of Developmental psychology, limiting it down to topics relating to Disgust and, in certain cases, Sadness, as a part of the same area of interest. Her Sadness research is multidisciplinary, incorporating elements of Psychological science and Cognitive psychology. Her Meta-analysis study combines topics from a wide range of disciplines, such as PsycINFO and Clinical psychology.
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Fear, anger, and risk.
Jennifer S. Lerner;Dacher Keltner.
Journal of Personality and Social Psychology (2001)
Beyond valence: Toward a model of emotion-specific influences on judgement and choice
Jennifer S. Lerner;Dacher Keltner.
Cognition & Emotion (2000)
Accounting for the effects of accountability.
Jennifer S. Lerner;Philip E. Tetlock.
Psychological Bulletin (1999)
The role of affect in decision making.
George Loewenstein;Jennifer S. Lerner.
(2003)
Emotion and Decision Making
Jennifer S. Lerner;Ye Li;Piercarlo Valdesolo;Karim S. Kassam.
Annual Review of Psychology (2015)
Effects of Fear and Anger on Perceived Risks of Terrorism A National Field Experiment
Jennifer S. Lerner;Roxana M. Gonzalez;Deborah A. Small;Baruch Fischhoff.
(2003)
The psychology of the unthinkable: taboo trade-offs, forbidden base rates, and heretical counterfactuals.
Philip E. Tetlock;Orie V. Kristel;S. Beth Elson;Melanie C. Green.
Journal of Personality and Social Psychology (2000)
Heart Strings and Purse Strings Carryover Effects of Emotions on Economic Decisions
Jennifer S. Lerner;Deborah A. Small;George Loewenstein.
Psychological Science (2004)
Portrait of The Angry Decision Maker: How Appraisal Tendencies Shape Anger's Influence on Cognition.
Jennifer S. Lerner;Larissa Z. Tiedens.
Journal of Behavioral Decision Making (2006)
Undergraduate Student-Faculty Research Partnerships Affect Student Retention
Biren A. Nagda;Sandra R. Gregerman;John Jonides;William von Hippel.
The Review of Higher Education (1998)
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