Definition: The theory states that the intensification of emotional states could be due to highly arousing, but perhaps unrelated experiences. The theory involves the assumptions that (a) critical components of an exciting response decrease slowly and often remain even after the individual has returned from the situation cognitively (b) the individual characteristically does not distinguish between the excitation that are due to prior event and present stimulation.
Cantor, J. R., Zillmann, D., & Bryant, J. (1975). Enhancement of experienced sexual arousal in response to erotic stimuli through misattribution of unrelated residual excitation. Journal of personality and social psychology, 32(1), 69.
Application: This theory can be used in community development to create excitement for a new event. For example, an organizer can use a stimulating event as a push-off for a new event that they want the community to be excited about. The excitement will still remain and the community will not be able to distinguish if the excitement is for the old event or the new one.
Adaptation: This theory can also be used in an educational setting. For example, teachers can introduce a topic that may be essential to the student's learning but may not be appealing to the students right after a exciting event such as recess or something that created an intensification of joyful emotions such as a class party. That way, the students will still have components of the exciting response and will be excited about the topic.
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