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Wilbur O. and Ann Powers College of Business

Profile Information

Oriana Rachel Aragón

Assistant Professor


Office: Sirrine Hall, office 259
Phone: 7608227262
Email: OARAGON@clemson.edu

 


 Educational Background

  • Ph.D. Psychology
    Yale University 2014
  • M.S. Psychology
    Yale University 2011
  • M.Phil. Psychology
    Yale University 2012
  • B.A. Psychology
    California State University, San Marcos 2009
  • A.A. Behavioral Sciences
    Palomar Community College 2007

Courses Taught

  • Marketing Analytics
  • Consumer Behavior
  • Creative Inquiry- Emotions in Marketing

Profile

Oriana Aragón is a social psychologist who studies the rich channel of communication of emotional expressions. Consumers encounter emotional expressions on product packaging, point of purchase materials, in print and film advertisements, in product reviews, and in product testimonials. Consumers observe post-consumption expressions first hand as their friends recount past product experiences, and they see expressions from consumption experiences when they watch actors, or browse each other's social media pages. Consumers integrate these observed experiences with their own memories and imaginations to form intuitive understandings of what it must feel like to use a multitude of products, even ones that they may never personally experience. Expressions of emotion are important to marketing research because physical expressions of emotion are frequently co-occurring with products; they are communicating experiences and they are shaping consumers' expectations, evaluations, and preferences. Dr. Argagon is on the University Commission for Latino Affairs, and the Marketing Department Research and Curriculum Committees. She also manages the Marketing Department Subject Pool.

Research Interests

  • Oriana Aragón's research interests consistently align with human emotions and their consequences for observable human behavior. She studies how we perceive, engage, and react emotionally to the people and things that we encounter. She currently is working on building a theoretical model of emotion expression in the realm of marketing. Emotional responses can be used as gauges of the impact of marketing efforts, proximal predictors of consumer behaviors, and indices of the nature of consumer experiences. Dr. Aragón is working on other projects such as, why at times our emotional expressions are not congruent with how we might feel, as when people display "nervous laughter" and "tears of joy." She also is studying the persuasive power of "cuteness," its ability to capture attention, and how sustained attention might differ dependent upon a person's parental motivations.
  • Dr. Aragón also investigates issues of inclusion and best education practices within academia and business. She developed the EPIC model that assesses the process by which employees and students adopt new organizational initiatives.
  • She also works with Dr. Margaret Clark her graduate school advisor, and Dr. Lindsey Beck in exploring how it is that people navigate the initiation of new relationships.
  • Dr. Aragón's work has been featured in outlets such as Good Morning America, Discovery News, NYT, and BBC. See, hear, and read about some of Dr. Aragón's recent work here:
  • The New York Times
  • https://www.nytimes.com/2019/03/15/opinion/sunday/science-cuteness-babies.html
  • https://www.nytimes.com/2015/02/15/style/in-praise-of-the-cute-animal-video.html
  • The Atlantic
  • https://www.theatlantic.com/health/archive/2018/12/cute-aggression-its-so-fluffy/577801/
  • https://www.theatlantic.com/science/archive/2017/03/puppy-politics/518709/
  • Insider
  • https://www.thisisinsider.com/cute-aggression-expert-explains-2019-3
  • NPR
  • https://www.npr.org/sections/health-shots/2018/12/31/679832549/when-too-cute-is-too-much-the-brain-can-get-aggressive
  • The Science of Us
  • https://www.youtube.com/watch?v=ApoYwEeDNrc&t=7s
  • Discovery News
  • https://www.youtube.com/watch?v=7P_XcwCNKOQ&t=36s
  • RadioLab with Molly Webster
  • https://www.wgbh.org/news/science-and-technology/2018/12/31/when-too-cute-is-too-much-the-brain-can-get-aggressive

Research Publications

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  • Emotion, Cognition, and Motivation
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  • Alexander, R., Aragón, O. R., Bookwala, J., Cherbuin, N., Gatt, J. M., Kahrilas, I. J., ... & Styliadis, C. (2020). The Neuroscience of Positive Emotions and Affect: Implications for Cultivating Happiness and Wellbeing. Neuroscience & Biobehavioral Reviews.
  • Song, S. Y., Curtis, A. M., Aragon, O. R. (2020). Anger and Sadness Expressions Situated in Both Positive and Negative Contexts: An Investigation in South Korea and the United States. Frontiers in Psychology.
  • Aragón, O. R. (2019) So cute! Consumers’ visual engagement with cuteness: The moderating effects of perceptions of required care and caregiving goals. Advances in Consumer Research, 47.
  • Aragón, O. R. & Bargh, J. A. (2018). "So Happy I Could Shout!" and "So Happy I Could Cry!" Dimorphous Expressions Represent and Communicate Motivational Aspects of Positive Emotions. Cognition and Emotion, 32(2), 286-302. doi:10.1080/02699931.2017.1301388
  • Aragón, O. R. & Clark, M. S. (2018). "Tears of Joy" & "Smiles of Joy" Prompt Distinct Patterns of Interpersonal Emotion Regulation. Cognition & Emotion, 32(5), 913-940.
  • Aragón, O. R. (2017). "Tears of Joy" and "Tears and Joy?" Personal Accounts of Dimorphous and Mixed Expressions of Emotion. Motivation and Emotion, 41(3), 370-392. doi:10.1007/s11031-017-9606-x
  • Aragón, O. R. (2016). "I couldn't help but to cry!" "I couldn't help but to yell 'Yes!'" Dimorphous expressions inform consumers of users' motivational orientations. Advances in Consumer Research, 44, 384-385.
  • Aragón, O. R., Clark, M. S., Dyer, R. L., & Bargh, J. A. (2015). Dimorphous expressions of emotion: Evidence of concept in aggressive displays toward cute stimuli. Psychological Science, 26 (3), 259-273. doi:10.1177/0956797614561044 Journal impact factor, 5.48.
  • Aragón, O. R., Sharer, E. A., Bargh, J. A., & Pineda, J. A. (2014). Modulations of mirroring activity by desire for social connection and relevance of movement. Social Cognitive Affective Neuroscience, 9, 1762-1769. Journal impact factor, 7.37.
  • Aragón, O. R. (2014). Factors in understanding and emotional engagement during real-time interactions. Doctoral dissertation, Yale University.
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  • Interpersonal Relationships
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  • Clark, M.S., Beck, L. A., & Aragón, O. R. (2019). Relationship Initiation: Bridging the Gap Between Initial Attraction and Well-Functioning Communal Relationships APA Handbook of Contemporary Family Psychology, Vol.1, Chapter 23.
  • Clark, M. S., Aragón, O. R., & Hirsch, J. L. (2015). Social relationships in adulthood. Interpersonal Relationships. International Encyclopedia of Social and Behavioral Sciences, 2nd edition. James Wright (ed.).
  • Clark, M. S. & Aragón, O. R. (2013). Communal (and other) relationships: History, theory development, recent findings, and future directions. The Oxford Handbook of Close Relationships, 255-280.
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  • Research with Neuroscience Methodology
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  • Aragon, O. R. (2020), Using Consumer Neuroscience to Explain Product Choice from Experience, Consumer Advances, ACR Association Consumer Research.
  • Poehlman, T. A., Huynh, D., Aragon, O. R., & Fitzsimons, G.(2020). Influence of Childhood Socioeconomic Status on Indulgent Consumption: A Life History Theory Approach. Consumer Advances, ACR Association of Consumer Research.
  • Lee, M. K. (2019), Roth, A. M., & Aragon, O. R., Production and Operations Management Society (POMS), "Identifying perceived customer value for wellness-centric features in hospitality: Evidence from EEG signals.," Minneapolis, MN, United States. (April 23, 2020).
  • Orndorff-Plunkett, F., Singh, F., Aragón, O. R., Pineda, J. A. (2017). An organizing principle for assessing the effectiveness of neurofeedback training. Brain Sciences, 7(95), 1-22. Special edition Best Practices in Social Neuroscience.
  • Aragón, O. R., Sharer, E. A., Bargh, J. A., & Pineda, J. A. (2014). Modulations of mirroring activity by desire for social connection and relevance of movement. Social Cognitive Affective Neuroscience, 9, 1762-1769.
  • Pineda, J. A., Bai, J.-M., Aragón, O. R., et al., (2012). The impact of plasticity-induced rehabilitation training on face processing in high functioning autism: A mu rhythm perspective. Advances in Psychology Research, 91, 235-263.
  • Pineda, J. A., Pelton, H., Aragón, O. R., et al., (2011). Behavioral and electrophysiological characterization of induced neural plasticity in the autistic brain. Autism: A Neurodevelopmental Journey from Genes to Behaviour, Dr. Valsamma Eapen (Ed.), 445-462.
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  • Diversity & Education
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  • Durham, M. F., Aragón, O. R., Bathgate, M. E., Bobrownicki, A., Cavanagh, A. J., Chen, X., Trochim, W. M., Waterhouse, J. K., Graham, M. J., Couch, B. A. (2020). Benefits of a college STEM faculty development initiative: Instructors report increased and sustained implementation of research-based instructional strategies. JMB Education.
  • Weathers, D., Aragon, O. R. (2019). Integrating Analytics into Marketing Curricula: Challenges and Effective Practices for Developing Six Critical Competencies. Marketing Education Review, 29(4), 266-282. * Winner Best Paper Award at AMS.
  • Bathgate, M. E., Aragón, O. R., Cavanagh, A. J., Waterhouse, J., Frederick, J., & Graham, M. J. (2019). Perceived supports and evidence-based teaching in college STEM. International Journal of STEM Education.
  • Bathgate, M. E., Aragón, O. R., Cavanagh, A., Frederick, J., & Graham, M. J. (2019). Supports: A key factor in faculty implementation of evidence-based teaching. CBE- Education.
  • Aragón, O. R., Eddy, S. L., & Graham, M. J. (2019). Faculty beliefs about intelligence are related to the adoption of active learning practices. CBE Education, 17(3), 1-9.
  • Cavannah, A., J., Aragón, O. R., Chen, X., Couch, B., Hurham, M., Bobrownicki, A., Hanauer, D. I., & Graham, M. (2016). Student buy-in to active learning in college science course. CBE-Life Sciences Education, 15(4), ar76. Journal impact factor 3.93.
  • Aragón, O. R., Dovidio, J. F., & Graham, M. J. (2016). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journal of Diversity in Higher Education. Advance online publication.
  • Aragón, O. R., Clark, M. S., & Graham, M. J. (2014). Summer undergraduate research programs and female students' mastery, self-efficacy and academic persistence. Published Proceedings of Northeastern Educational Research Association. Guilford, CT.

Links

Wilbur O. and Ann Powers College of Business
Wilbur O. and Ann Powers College of Business | 343 Chandler L. Burns Hall, Clemson, S.C., 29634