Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PSYCH 365 Exam #2
| Term | Definition |
|---|---|
| Brain damage | track problems/ changes caused by damage to draw conclusions of brain functions - lesions |
| Brain stimulation | stimulate brain w/ electrodes to see how it affects the subjects |
| Transcranial magnetic stimulation (TMS)/ transcranial direct current stimulation (tDCS): | temporarily turns off part of the brain |
| Brain activity / imaging: | used to observe functioning directly - how much the brain is active |
| Activity: | detect when the brain is working (e.g. EEG or MEG) |
| Imaging: | detect WHAT PARTS of the brain are working (e.g. CT , PET, fMRI) |
| Central Nervous System (CNS)- 4 Lobes | 1. Frontal 2. temporal 3. parietal 4. occipital |
| Frontal lobe (in front) | cognitive thinking |
| Temporal lobe (by our temples/ ears) | auditory info, memory, emotions |
| Parietal lobe | processes sensory info |
| occipital lobe (in the back) | vision |
| Prefrontal cortex | Takes control the motor & premotor areas of the frontal cortex - important for planning, attention, working memory, inhibiting risky impulses, which severe stress can impair |
| Ventromedial | located in the middle of the prefrontal cortex, reinterprets or reappraises some stimulus in a less emotional way |
| The Limbic system | located above brainstem/ below prefrontal cortex - nucleus accumben - amygdala - cingulate cortex - thalamus + hypothalamus - hippocampus |
| Cingulate cortex (part of the limbic) | Wrapped around the corpus callosum - Modulates activity of amygdala (emotion regulation) - Anterior cingulate cortex modulates pain/ threats - Motor control |
| Amygdala (part of limbic) | located in medial temporal lobe of brain/ process emotions, such as fear, anger, anxiety - Behavioral inhibition system: motivates threat detection/ avoidance - Unpleasant stimuli provoke strong response |
| Nucleus accumben (part of limbic) | apart of reward/ pleasure circuit → plays crucial role in reward processing, motivation, pleasure - Behavioral activation system: motivates approaching opportunities |
| There are 3 microcircuits (in Nucleus accumbens) | 1. anticipatory pleasure 2. consummatory pleasure 3. Learning to predict future rewards/ punishments |
| Hypothalamus (Above brainstem & below thalamus) | “Fight or flight” response & “rest & digest” response Moderates body temp Monitors external & internal factors in order to maintain homeostasis |
| anticipatory pleasure (microcircuit for nucleus accumbens) | wanting, craving, appetitive motivation |
| consummatory pleasure (microcircuit for nucleus accumbens) | wanting & liking / enjoying |
| Originally thought the brain was split into 3 regions | 1. reptilian 2. mammalian 3. neocortex |
| 1. Reptilian | ancestors reflexes + survival / sensory |
| 2. Mammalian | surrounded reptilian area/ controlled emotions |
| 3. Neocortex | complex cognition + reasoning |
| Dopamine | brain’s reward circuit, influencing motivation, pleasure, movement (feel-good neurotransmitter bc released during pleasurable experiences) |
| Getting addicted to dopamine | Drug that block dopamine in one place can block it in other places Side effect: feeling “flat” emotion; numbness Addictive behaviors depend on dopamine |
| Serotonin | doesn’t make us feel happy all the time it makes us feel less bad for certain feelings + stabilizes info processing / calming things down --> plays a role in inhibition of behavioral impulses |
| Serotonin keeps humans from being... | Too quick to anger Oversensitive Worrying too much |
| Oxytocin (love hormone) | plays a crucial role in social bonding, maternal behaviors + linked to emotional connections, trust, empathy |
| Cortisol | plays role in body's response to stress, regulating various functions like blood pressure, blood sugar, immune response - prepares the SNS to handle stressors by increasing awareness/ energy |
| Cortisol aspects in brain | People’s bodies may begin to give up on responding to challenging situation under severe chronic stress - Stress impairs functioning in the prefrontal cortex while strengthening activity in the amygdala |
| Estrogen (women) | primary role in female reproductive health/ crucial role for development of secondary sexual characteristics, ovulation, menstruation, uterus lining |
| Testosterone (men) | regulates male reproductive tissue development/ promotes secondary sexual characteristics like increased muscle/ bone mass/ body hair growth |
| Autonomic nervous system (ANS) | two chains of neurons running along the spinal cord w/ connections to the body’s organs |
| Autonomic nervous system (has 2 branches) | 1. Sympathetic nervous system 2. Parasympathetic Nervous System |
| Sympathetic Nervous System (SNS) | network of nerves that controls the body's fight or flight response |
| Functions of SNS | Prepares the body for action in times of stress or danger - Increases heart rate, breathing, blood pressure, narrows blood vessels - slow digestion, activates dilation, longer-lasting effects |
| Parasympathetic Nervous System (PNS) | network of nerves that controls the body's rest and digest response |
| Functions of PNS | Calms down the body/ maintains homeostasis - digesting foods - promotes bodily conditions conductive for sexual activity slows down breathing rate |
| Measuring PNS | Respiratory sinus arrhythmia - assessing cardiovascular responses, specifically heart rate variability (HRV) and blood pressure responses to physiological maneuvers |
| Measuring SNS | - electrodermal activity - cardiac pre-ejection period - Period becomes shorter w/ sympathetic activation - Finger temperature signals sympathetic activation |
| Respiratory sinus arrhythmia (RSA) | measures heart rate/ breathing rate variability - common variation in heart rate that occurs in sync w/ breathing / increase in heart rate during inspiration/ decrease during expiration - manually check your pulse while taking deep breaths |
| Electrodermal activity | electrical changes in the skin (activity) |
| Cardiac pre-ejection period | measurement of how well the heart contracts |
| Dopamine factors | ventral tegmental area to nucleus accumbens → activity here causes increased attention / facilitates learning on how to get rewards, thus it plays a role in improving performance short-term if rewards are on the line |
| ANS measured/ studied | - heart-rate - EKG - blood pressure reflects the volume of blood in each heartbeat - pupil dilation depends on physiological arousal |
| Arousal theory of motivation | degree of energy, alertness, activity that exists a person’s physiology for their optimal performance - Each person has own level of arousal → have best motivation when you are in your ideal arousal state |
| All or none principle of ANS | describes a coordinated system where changes would happen all together or none at all |
| Display rules | management techniques that allow individuals to decouple their expression from their feelings - interrupt the full coherences between emotional experience/ emotional displays |
| Dialect | involve differences in the expressive elements used to convey a particular emotion rather than an adjustment of an expression’s intensity or the substitution of a qualitatively diff emotion |
| Functionality | does it help w/ survival offspring/ the survival of future relatives - Recognizing / communicating w/ others |
| Why expression emotions | Value of communicating emotion to others Value of recognizing emotions in others |
| Darwin (evolutionary perspective) | Animals= expressions evolved bc survival or reproductive advantage Humans= expressions are a result of evolutionary processes |
| Tomkins (1963) | facial expression innate / evolved or culturally learned? - study universality suggested looking at cultures w/ little to no exposure to western culture |
| Izard (1971) | Used photographed expressions recognized by ppl in the US |
| Ekman | Worked on this idea that basic emotions ae universally recognized through specific facial expressions - 6 basic emotions |
| Facial Action Coding System (FACS) | recording which facial muscles contract / for how long / how intensely |
| Action unit | the number / name assigned to the visible effects of contracting a specific facial muscle - facial expression are broken down into these units |
| 6 or 7 basic expression (Ekman) | 1. Happiness 2. suprise 3. sadness 4. fear 5. anger 6. digust 7. contentment/ pride |
| Happiness expression | raised mouth corners/ tightens of the eyelids, often creating wrinkles around the eyes (crow’s feet) |
| Surprise expression | involves arched eyebrows, wide-open eyes, dilated pupil, a dropped jaw |
| Sadness expression | marked by lowered mouth corners, drooping eyelids, lowered eyebrows, crying releases hormones |
| Fear expression | raised/ pulled-together eyebrows, tense lower eyelids, slightly opened mouth, wide eyes |
| Anger expression | lowered/ furrowed eyebrows, firmly pressed lips, sometimes bulging eyes, flared nostrils |
| Disgust expression | can be recognized by narrowed eyebrows, nose crinkles, gagging, curled upper lip |
| Contentment | often signaled by a slight tightening or raising of one side of the upper lip |
| Facial expressions beyond Ekman’s 6 | Facial expressions can convey a vast range of emotions, including subtle nuances/ complex emotional states |
| Duchenne smile | prototypical happiness expression includes upturned lip corners raising the cheeks/ contraction of the orbicularis oculi - called "authentic smile"/ associate w/ positive emotions |
| Expression through Body Language | Facial expression recognition is increased if information abt the posture or voice is provided |
| Valence | difference in identifying between positive/ negative should be the easiest |
| Posture | Positive Emotions - MANY positive emotions include the Duchenne smile Negative emotions - consistent postural elements for anger, amusement, pleasure - postural expressions of fear / anger are easier to recognized |
| Expression through Vocalization | Feelings abt events can be identities more easily through vocal bursts / tone of voice |
| Vocal bursts | wordless vocalizations to express a particular emotion |
| Cultural Variation in expression | Cultural display rules-cultural norms about the allocation of who/ when to express emotions |
| In-group vs. Out-group | In-group understand more emotions within one’s group than out-group (harder to understand the variations of vocab, communication styles etc) |
| Facial Feedback Hypothesis | facial expression of an emotion can help generate an emotions feeling |
| Newborn responses | Cry Smile/ laugh Moro (startle) reflex |
| Newborns cry | hunger, cry, gassy (in destress), sleepy, uncomfortable, when they are in distress |
| Contagious crying | crying when someone else is crying - Crying impacts the ppl around them / elicits an immediate response |
| Newborns smile/ laugh | tell others they like what is happening - nursing is a big part |
| Social smiling | smiling in response to someone else smiling |
| Co-regulation: | two or more people influencing each other’s emotions to bring them toward a desired state - chemical attachment (common between mothers/ newborns) |
| Moro (or startle) reflex | throw hands out / make them info a fist - Response to threats / danger - Infant hears a sudden noise or lay down on a surface they will do this reflex - Disappears around 6 months of age |
| Emotional development | 1. Physical/ motor maturation 2. Cognitive 3. Social |
| Physical Maturation | to display / experience emotions more physical maturation needs to occur - Development of eyesight → it is underdeveloped - Limited response to visual stimuli |
| Crawling & Walking (physical) | Crawling (7-12 months) Walking (10-18 months) |
| Crawling (7-12 months) | A lot of motor development goes into the ability of crawling Challenges= getting lost/ danger |
| Walking (10-18 months) | First has to learn how to pull themselves up Challenges = falling / injury |
| Motor Maturation | newborns have less control of muscles / other motor functions - first 1-2 years there is an increase in muscle control granting more emotion / communication capacity |
| Cognitive | - self-concept - emergence - self recognition |
| Self-concept | theory of mind/ realization that other around you have their own minds - Realize they can know something someone else doesn’t know - Have own body |
| Emergence | complicated (1 ½ or 4 ½ to 6 years) → around 1 ½ old children are beginning to have recognition (DOES NOT HAPPEN IN ONE MOMENT) |
| Appraisal | ability becomes stronger w/ self-concept |
| Self-recognition | Recognizing the person reflected on the mirror is themselves - Realize they can cause change / influence their experiences |
| Rouge Test (self-recognition test) | powder blush (red dot) → link between itself and the image in the mirror - Mother places a spot of rouge on their child’s face - > 16 months= reached out to the mirror - 18-24 months= wiped their noses |
| Social | social interactions / importance for newborns/ children to grow / develop |
| Genie Wiley (wild child) | grew up in isolation w/ almost NO human interaction (didn’t go outside the house) - She has difficulty forming relationships - lacked language bc unable to express how she felt |
| Synchrony | coordinates ongoing exchanges of stimuli between parent / child - interpersonal relationships + its important for later intimate relationships for the infant |
| 3 forms of synchrony | 1. concurrent 2. sequential 3. patterned |
| 1. Concurrent | co-occurrences of behavior (social gaze, vocalizing together) - matching of arousal level or the coordination of parent affectionate touch w/ infant social gaze |
| 2. Sequential | a series of behaviors coming together as one - typical chains of behaviors that coalesce into repetitive configurations |
| 3. Patterned (organized ongoing patterned format) | moving as partners together towards diff levels of involvement - ongoing dance between partners as they move together toward higher or lower affective involvement |
| Intersubjectivity | sharing of experience - development= parent copies child vice versa |
| Primary intersubjectivity | only responding to the emotions of the caregivers |
| Secondary intersubjectivity | notice reactions/ changes behavior accordingly |
| Social referencing | looking toward caregivers to know how they should react |
| Emotion regulation | impacts a child’s awareness of others - Understanding how emotions affect others - Responding when someone else is in distress |
| Eco resiliency | how a child recovers from distress - Predictor of future behaviors |
| Cultural cues for emotional development | Children learn to recognize the typical expressions of emotion in their culture - Children learn from rules / societal expectations about acceptable behavior |
| Adolescence | beginning of puberty teenage years to having adult responsibilities |
| Reasoning for changes in teens | Decrease of glutamate & GABA in prefrontal cortices Glutamate: excitatory neurotransmitter GABA: inhibitory neurotransmitter - increase dopamine |
| Drivers of changes in teens | New hormones are surging Development of brain areas for self-regulation Changes in their cognitive abilities puberty |
| Risk-taking factors | 1. biological 2. social 3. cognitive |
| 1. Biological (risk taking) | Hormonal changes Prefrontal cortex is not fully developed Important inhibitory control Reward areas of brain have an increase in reactivity |
| 2. Social (risk taking) | Increased freedom/ independence More likely to occur around peers or w/ pressure Western cultures have increased freedom/ independence |
| 3. Cognitive (risk taking) | Waying the pros/ cons of a risky behavior Cons: dangerous Pros: attention |
| Socioemotional selectivity theory | midlife increases motivation to make the best of the remaining time of our lives |
| Positivity bias | Older adults focus on happy things - older adults are less impulsive / avoid unpleasant situations |
| Fear | response your body has to danger / preparing your body for action, response to danger, react to avoid or escape danger |
| Fear is caused by 3 diff kinds of stimuli | animals, social threats (e.g. unwanted social attention), nonliving physical threat |
| Functions of fear | 1. Innate fears 2. Learned fears 3. Social fear learning |
| 1. Innate fear | present from birth, serves as a survival mechanism, triggering a rapid defensive response to perceived threats, protect an individual from harm/ ensure survival |
| 2. Learned fears | type of fear that develops through experience, associating a neural stimulus w/ a painful or dangerous event → protect individuals by helping them avoid or reduce future harm by learning about specific dangers |
| 3. Social fear learning | learning to fear a new stimulus based upon seeing another person’s negative experience w/ it or their fear response to it |
| Fear elicitor | anything that triggers or induces the feeling of fear (real to immediate threats) |
| Fear physiological changes | increased heart rate, faster breathing, sweating, dilated pupils - activation of the amygdala / hippocampus Spikes in cortisol /adrenaline / vasoconstriction |
| Fear facial expressions | widened eyes, raised eyebrows (often straight/ drawn together), slightly opened mouth w/ corners turned down, constricted pupils |
| Fear behavior changes | manifest as flight or fight response, avoidance, freezing up |
| fear cognition changes | impacts attention, memory, judgment, decision making, leading to negative thinking/ biases |
| Anger | emotional state associated w/ feeling injuried or offended + w/ a desired to threaten or hurt the person who offended you (feeling insulted or offended) |
| Functions of Anger | Communicates that you didn’t appreciate what someone did to you Desire to improve the situation Expressing anger can also be harmful for a relationship Chance of retaliation → the stronger the feeling of being wronged or threatened |
| Anger physiological response | Physiological state is similar to that of fear Adrenaline, cortisol, heart rate - Vasodilation - Left Hemisphere frontal Cortex activation |
| Vasodilation | widening of blood vessels, resulting in increased blood flow / decreased blood pressure |
| Anger elicitor | physical altercations, indifferences, insult, deception |
| Anger facial expressions | furrowed brows, narrowed gaze, tense lips, clenched jaw, sometimes flared nostrils, flushed face |
| Anger behavior changes | impulsive actions, difficulty w/ impulse control, poor performance, aggression |
| Anger cognition changes | impaired attention, distorted thinking, difficulty w/ problem solving, cognitive biases |
| Embarrassment | occurs when someone is suddenly the focus of other people’s attention bc of an understandable mistake/ accident - physical clumsiness - being teased - failure of privacy |
| Embarrassment elicitor | perceived made a mistake or not performed well in social setting |
| Embarrassment function | serves as a social tool to signal a violation of social norms, apologize, encourage learning from mistakes, helps individuals maintain social standing |
| Embarrassment physiological change | initial spike in heart rate/ blood pressure, blushing, sweating, changes in non-verbal behaviors (e.g. avoiding eye contact or lowering head) |
| Embarrassment expressions | sheepish grin, ashamed, quality person have corners of mouth, averted gaze (looking down or away), attempts to control smile (pressing lips together) |
| Embarrassment behavior changes | shift in attention towards oneself/ others, changes in non-verbal behavior |
| Embarrassment cognitive changes | impair clear thinking/ lead to heightened social anxiety |
| Guilt | one fails/ does something morally wrong, focuses on how to make amends / how to avoid repeating the transgression - lying, cheating, stealing - hurting someone else's feelings |
| Guilt Elicitor | triggered by causing harm or doing something wrong (either to oneself or to others) |
| Guilt Function | serves as moral compass, signaling when our actions or inactions have deviated from our personal values or societal norms |
| Guilt expressions | frowning, lowered eyebrows, biting lips, showing signs of nervousness (twitching or blushing) |
| Guilt physiological change | muscle tension, digestive issues, fatigue, sleep disturbances |
| Guilt behavior changes | attempts to repair wrongdoing, increased prosocial behavior, even risk-taking behaviors to regain a sense of control |
| Guilt cognition changes | trigger thoughts abt the event that caused guilt, involving perceived wrongdoing/ lack of justification |
| Shame | one does something wrong/ focuses on one’s global, stable inadequacies in explaining the transgression - poor performance - failure to meet other people's/ owns expectations |
| Shame elicitor | unwanted identity (triggered by someone feels they are being perceived in a way they don’t want to be |
| Shame function | self-evaluative emotion that can have both positive/ negative effects, helps individuals maintain social order by promoting adherence to social norms |
| Shame expressions | difficulty making eye contact, slumped posture, lowered head, possibly neutral or saddened mouth |
| Shame physiological change | tension in shoulders, discomfort on skin, blushing, speak in soft voice, feeling frozen, increases cortisol |
| Shame behavior changes | withdrawing from social situations, avoiding eye contact, decreased ability to act spontaneously |
| Shame cognition changes | distort thinking, leading to feelings of worthlessness, hyper-sensitivity, social anxiety |
| Embarrassment, Guilt, Shame Expression Reactions | physiological change is blushing Involves an increase in blood flow in the face, neck, upper chest areas |
| Difference between Fear and Anxiety | Fear is a response to danger → reacting in a way to avoid Anxiety is an expectation that something bad will happen causing hypervigilance |
| Prepared Learning | people/ animals are evolutionarily predisposed to learn some things more easily than others |
| Startle response | muscles tense, eyes close tightly, shoulders quickly pull close to the neck, arms pull toward the head Protects your torso neck/ head |
| Fear appeals | persuasive messages that use fear to motivate people to change their behavior (public service message emphasizing the negative outcomes that are likely if behavior does not change) |
| Broaden & Build Theory | positive emotions broaden our attention generally (focus on bigger picture/ not small details) - helps us build resources (upward spiral model) that promote healthy habits and build connections to get us farther in life |
| Fear appeals work best... | when there is not a big blend of all emotions - EX: Scare people into doing something |
| Self-efficacy is needed for fear appeals | lead to behavior change / belief that one is capable of doing something that one wants to do |
| Role of Fear in Health Campaigns | Work when the amount of fear is the right amount / level of fear aroused shouldn’t be too high, but shouldn’t be too low (to elimate the fear) |
| Most common response for anger is... | Aggression |
| Two types of aggression | 1. Hostile 2. Instrumental |
| Hostile aggression | are harmful behaviors motivated by anger / previous events (events that preceded it) |
| Instrumental aggression | are behaviors that are used to gain something or achieve an end (harmful or threatening behavior used purely as a way to obtain something or to achieve some end) |
| Nurturant Love | feelings of warmth/ desire to care for/ towards cute things (e.g. babies/ cute animals) |
| Nurturant love elicitor | triggers the feeling of a caring, nurturing, protective love towards dependent individual (e.g. baby) |
| Nurturant love function | motivates individuals to care for/ provide for others, especially those perceived as vulnerable or in need |
| Nurturant love physiological changes | oxytocin is released, activation of sympathetic nervous system (SNS), increased heart rate, energy level, feelings of warmth/ connection, impacting immune system/ stress response |
| Nurturant love facial expressions | happiness, gentle/ caring gaze, slight smile, softened eyes, head tilt |
| Nurturant love behavior changes | caregiving, enhanced social interaction, influence decision-making |
| Nurturant love cognition changes | enhanced social cognition, improved mentalizing, increased sensitivity to cues |
| Pride | refers to a person’s emotional response to their own achievement or to being admired by other people (best cases for basic/ discrete positive emotion- outside Ekman 6) |
| Pride elicitor | achievements (when attributed to one’s own efforts or capabilities), triggered by positive outcomes/ appraisals of success |
| Pride function | can make someone feel accomplished / confident, but also hinder growth of foster negative attitudes that lead to damage in life aspects |
| Pride physiological changes | increased skin conductance (sweating), heart rate variability |
| Pride facial expressions | expanding posture, puffing out of chests, lift chin up, put hands on hips, sometimes smile was present - Expressions of both types of pride are SIMILAR (for authentic/ hubristic pride) |
| 2 types of pride | 1. Authentic 2. Hubristic |
| 1. Authentic pride | accurate assessment of one’s own accomplishment - Earned through actions / NOT innate superiority, associated w/ high self-esteem, accurate feelings of self-worth |
| Authentic pride behavior | lead to prosocial behaviors/ achievement motivation, helping others, persevere in achieving future goals |
| Authentic pride cognition | enhance cognitive flexibility, regulate negative emotions through cognitive reappraisal, promote self-esteem/ confidence |
| 2. Hubristic pride | belief that one is naturally better than others - Achievements reflect ability, NOT effort, low self-esteem, narcissism, tendency to experience shame/ aggression |
| Hubristic pride behavior | arrogance, sense of entitlement, antisocial behavior (aggression, hostility), chronic anxiety |
| Hubristic pride cognition | impair cognitive flexibility, inhibitory control, difficulties adjusting to new situations, affect working memory/ attention |
| Enthusiasm | expecting pleasurable things/ anticipation of reward |
| Enthusiasm elicitor | triggered by an event, a person, a topic, a feeling |
| Enthusiasm function | motivates us to action, towards something we want/ desire, focus on the details rather than on the whole |
| Enthusiasm physiological changes | activates SNS (prepare body for action), releases dopamine, similar to physiological profile of fear |
| Enthusiasm facial expressions | genuine smile (duchenne smile), widened eyes, slight raising of eyebrows, nodding |
| Enthusiasm behavior changes | increased motivation/effort, enhanced social interaction, increased action (spontaneous) |
| Enthusiasm cognition changes | enhanced enjoyment of a stimulus (e.g. ad breaks for tv), viewing appetitive images makes people react to stimulus faster, analyzed persuasive messages less carefully / were equally persuaded by weak + strong arguments |
| Awe | our emotional response to vast, extraordinary stimuli; events that we find challenging to comprehend |
| Awe elicitor | nature (vast landscapes), music, art, actions, achievements of others |
| Awe function | help us learn |
| Awe physiological changes | most positive emotions are connected w/ arousal/ linked to withdrawal of sympathetic nervous system (SNS) |
| Awe facial expressions | raised inner eyebrows, wide eyes, a forward lean, a relaxed, open mouth |
| Awe behavioral changes | increase prosocial behavior (helping others), social engagement, increased exploration, prosocial behavior |
| Awe cognition changes | enhanced cognitive flexibility, broadened perspective, self-diminishment (reduce focus on self), increased awareness, enhances cognitive accommodation |
| Cognitive accommodation | adjusting your existing beliefs to incorporate new info or experiences |
| Happiness | more of a trait NOT an emotion Reaction: can be, but NOT always Complex sequences of physiological, behavioral, subjectives changes: research is unimpressve for physiological response Functional Response: NO clear fitness enhancing benefits |
| Components of happiness (3) | 1. life satisfaction 2. positive affect 3. negative affect |
| Positive affect | refers to experience of positive emotions / moods, such as joy, happiness, contentment and is associated w/ various psychological / physical benefits |
| Negative affect | harmful or adverse impact on something or someone, causing a negative outcome or consequence |
| Hedonic | overall happiness/ enjoyment of life (experiencing pleasure/ minimizing pain, essentially focusing on positive emotions/ subjective happiness) Associated w/ feeling good, positive affect, pleasure |
| Eudaimonic | When one’s life is meaningful, consistent w/ personal values, fulfilling one’s potential (concept emphasizing a fulfilling life through self-realization / living in accordance w/ one’s values/ purpose) |
| Broaden & Build theory (pos/ neg group) | builds on the Basic Emotion Theory → basic emotions evolved for adaptive fitness (negative emotions address threats/ positive emotions address opportunities) |
| More broaden & build theory (pos/ neg group) | - positive emotions broaden our attention (enhance way we think abt world around us) - notice opportunities / respond with flexibility |
| Some emotions NARROW attention | when they are negative (fear or anxiety) → focus on the small details |
| Narrow attention --> associated w/ negative emotions | Negative emotions (e.g. anger), our focus is on the source of the threat, narrowing attention to concentrate on important details |
| Some emotions EXPAND attention | we are taking all that available information in → focus on one’s overall surroundings |
| Expand attention --> associated w/ positive emotions | Positive emotions (e.g. happiness or contentment) broaden attentional focus to gather information from our surroundings and interact with a variety of stimuli |
| Attentional bias | tendency for certain categories of stimuli to regularly attract attention (directing our attention to some things more than others) |
| how to study/ measure attentional bias | 1. Dot-Probe Task 2. eye-tracking devices |
| 1. Dot-Probe Task | person sits in front of the screen, where two or more images are displayed at once, as one of the images may have emotional content present |
| 2. Eye-tracking Devices | record people’s shifts of visual attention from one image to another - Captures people’s moment to moment changes in attention |
| Broaden and Build Theory (emotion, decision pres) DEF | proposal on how positive emotions expand the focus of one’s attention, helping an individual view the environment broadly / appreciate opportunities you might have overlooked otherwise |
| Broaden and Build Theory (emotion, decision pres) more aspects | Positive emotions (e.g. joy, happiness, contentment) → BROADEN attention/ make individuals more receptive to new perspectives, experiences, opportunities - greater flexibility/ adaptability |
| Broaden & Build EXPANDED... | Positive emotions= healthy promoting habits - building resources |
| Upward spiral model (B & B theory) | cycle of positive emotions, expanding attention, resource constructing ALL creates this upward spiral towards this greater well-being for an individual Positive emotions promote the first step of behavior change |
| Motivational Intensity (MI) | represents how badly one wants to achieve or prevent a that certain outcome that still lies in the future, which is different than having specific feelings about an event that has already happened |
| Low MI | emotions low in motivational intensity broaden the range of attention, allowing individuals to process a wide variety of information/ connect to positive emotions |
| High MI | emotions high in motivational intensity narrow the range of attention, allowing individuals to ONLY focus their attention on the sudden goal or threat at hand/ connect to negative emotions |
| Stages of memory | 1. Encoding 2. Storage 3. Retrieval |
| 1. Encoding | emotions at the time of the event enhance your initial formation of a memory (process by which new emotions are stored) |
| 2. Storage | emotions increase the likelihood of consolidation (long-term memory) |
| 3. Retrieval | current emotions modify what events we are most likely to pull out of stored memory for current use You tend to remember events that resemble in some way what you are doing or thinking about |
| Flashbulb memories | vivid, detailed memories of unusually intense emotional experiences (seem to have a clear “photogenic” quality) |
| Consolidation of memory | strengthening of a memory during a period after its formation (experiences converted into long term memories) |
| Systematic Processing (system 2) | individual makes decisions through careful evaluation of the available information Involves effortful, careful, analytical approach to information to be able to form those clear decisions/ judgements |
| Conditions do Emotions lead to Systematic | People in sad mood likely engage in systematic processing People experiencing negative emotions (e.g. sadness) lead to more focus on particular details |
| Heuristic Processing (system 1) | one makes a decision based on simple shortcuts or “rules of thumb” that is unrelated to the strength of evidence Involves fast, subconscious, automatic, everyday decisions |
| Heuristic processing uses | mental shortcuts (heuristics) rather than thorough analysis + focusing on the accessible cues to come up with quicker conclusions |
| Conditions do Emotions lead to Heuristic | People in happy mood likely engage in heuristic processing People harnessing positive emotions tend to use heuristics to make those quick decisions based on the shortcuts |
| Affect infusion model (AIM) | model demonstrates how people’s emotional state influences their evaluation of other events, such as those unrelated to the reason for their current emotion they are experiencing |
| AIM suggests | emotions can “infuse” our thoughts/ judgements - mood has great influence on judgements/ decisions - Positive mood → pursue opportunities - Negative mood → something’s wrong |
| Somatic Marker Hypothesis (SMH) | emotional guidance is not only helpful, but needed for many of our daily decisions we make everyday/ recognizes that emotions expressed as physiological responses influence future decision-making processes |
| Somatic marker | brain’s representation of the body & physiological response (e.g. heart rate) an individual would feel in each outcome that guides their choice - operate as gut feelings that steer one's decisions |
| Helpful decision making | positive emotions- can prompt decisions that enhance well-being, advance personal growth, correlate with one’s own values - emotions that are acknowledged, managed, and combined with rational thinking |
| Poor decision making | negative emotions- strong emotions (e.g. frustration, fear, anger) can lead to impulsive, biased, or reserved decisions - irrational, intense, and clouds our judgement |
| Motivated reasoning | evaluating new information not purely on its merits but rather in a slanted way, depending on whether it supports or contradicts your already-held beliefs |
| Expectation of guilty feelings | people feel more guilty committing harm by commission, rather than harm by omission |
| Emotions role in moral reasoning | most people make a decision first, then look for the facts to support the already made decision |
| Trolley dilemma | you leave the switch alone, the five people will be killed. If you pull the switch, you send the trolley onto the other track where it’ll just kill one person. Pull switch to kill one person, but save five? |
| Footbridge dilemma | Sacrifice own life for the five people/ Standing next to you is a hefty individual, whose mass would surely stop the trolley. Push stranger off bridge to stop trolley or save five people? |
| Social Intuitionist Model | moral knowledge and moral judgement are reached predominately through a process of reasoning and reflection |
| 3 aspects of social intuitionist model | 1. moral judgments 2. moral reasoning 3. moral intuition |
| 1. Moral Judgements | evaluations (good vs. bad) of the actions of a person that are made w/ respect to a set of virtues held to be obligatory by a culture |
| 2. Moral reasoning | conscious mental activity that includes transforming given info abt people in order to reach a moral judgement |
| 3. Moral intuition | sudden appearance in consciousness of a moral judgement, including affect valence (good-bad) without conscious awareness of going through the moral reasoning steps of searching for evidence/ weighing the evidence |
| Rationalist Model | moral judgement is caused by fast moral intuitions and is followed (when needed) by slow moral reasoning |
| Emotional intelligence | perceiving emotional signals, understanding emotions, and managing emotions (self soothing or relieving someone else’s anxiety) → ability to perceive, understand, manage emotions |
| Life Outcomes of Emotional Intelligence | 1. academic intelligence 2. mental/ physical health 3. effective communication 4. ability to restrain aggressive impulses |
| 1. Academic Intelligence | high levels of emotional intelligence are positively correlated with better academic intelligence; staying motivated, positive learning behaviors |
| 2. Mental/ physical health | Improves mental and physical health as higher emotional intelligence is tied to successful stress management, positive coping skills |
| 3. Effective communication | cultivate deeper relationships; higher levels of recognition of emotions in yourself and others + regulating them |
| Nucleus accumben important in emotion | reward processing, emotional regulation, aversive stimuli (pain/ punishment) |
| Nucleus accumben important in motivation | goal-directed behavior, reinforcement learning, decision-making |
| Amygdala important in emotion | emotional processing (related to fear/ threat- recognize facial expressions), encoding/ storing emotional memories |
| Amygdala important in motivation | positive/ negative motivation, reward processings/ the wanting aspect of motivation |
| Cingulate cortex important in emotion | integrating emotional/ cognitive information, emotional processing (linking reward/ punishment cues to behaviors), emotional regulation |
| Cingulate cortex important in motivation | motivation/ action (goal-directed behaviors/ action-outcome learning), develop more adaptive coping mechanisms |
| Thalamus important in emotion | regulate motions, influences memory/ learning, relaying sensory info, emotional memory |
| Thalamus important in motivation | involved in motivated behaviors like those related to survival, reward-seeking behavior |
| Hypothalamus important in emotion | converting emotional signals into physical responses/ coordinating the release of hormones, regulating emotions |
| Hypothalamus important in motivation | motivational drives like feeding/ reproduction |
| Hippocampus important in emotion | consolidation of memories, connecting w/ other brain regions involved in emotional regulation, shapes how we experience/ remember emotional events |
| Hippocampus important in motivation | influence subsequent motivations/ behaviors, goal-directed behavior |
| Central Nervous System (CNS) | the body’s control center, consisting of the brain/ spinal cord Functions: processing sensory info, coordinating motor responses, regulating bodily functions - includes the 4 lobes + prefrontal cortex |
| Dispositional positivity | optimism/ positive appraisal of life/ future - Predicts happiness |
Created by:
lils33
Popular Psychology sets