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E M O T I O N

E M O T I O N. Emotions and Mood. Emotions, often called feelings, include experiences such as love, hate, anger, trust, joy, panic, fear, and grief. Emotions are related to, but different from, mood.

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E M O T I O N

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  1. EMOTION

  2. Emotions and Mood • Emotions, often called feelings, include experiences such as love, hate, anger, trust, joy, panic, fear, and grief. • Emotions are related to, but different from, mood. • Emotions are specific reactions to a particular event that are usually of fairly short duration. • Mood is a more general feeling such as happiness, sadness, frustration, contentment, or anxiety that lasts for a longer time.

  3. James-Lange Theory of Emotion. • We feel emotion because of biological changes caused by stress. • The body changes and then our mind recognizes the feeling. • So body feels it first…then our mind recognizes the feeling.

  4. Cannon-Bard Theory of Emotion • Say James-Lange theory is full of crap. • How can that be true if similar physiological changes correspond with drastically different emotional states. • They believe that the thalamus send a message to autonomic nervous system to feel physiological arousal and also to brain to feel emotion. • One does not cause the other.

  5. Discuss to what extent cognitive and biological factors interact with emotion. You will answer this question using two currently used theories of emotion Two-Factor Theory Appraisal Theory

  6. Two-Factor Theory of Emotion (TFT) Schachter and Singer (1962) Emotion depends on two factors… • Physiological arousal • Cognitive interpretation of that arousal (their mind labels it).

  7. Example…. If a person finds herself near an angry mob of people when she is physiologically aroused, she might label that arousal “anger.” On the other hand, if she experiences the same pattern of physiological arousal at a music concert, she might label the arousal “excitement.”

  8. Two-Factor Theory of Emotion (TFT) Schachter and Singer (1962) • While the strength of the physiological arousal determines the intensity of the emotional experience, its interpretation determines which particular emotion is experienced.

  9. Aron and Dutton (1974)Misattribution of Emotion • Their experiment helped proved TFT. Procedure: • Had male participants walk across two different style bridges (scary and stable).

  10. Aron and Dutton (1974)Misattribution of Emotion • At the end of each bridge an attractive female experimenter met the participants. • Half the participants were approached immediately and half 5 minutes after they crossed. • They were given a Thematic Apperception Test. • Then the girl gave them her number and asked to call if they had questions.

  11. TAT TestThematic Apperception Test • Giving the subject a picture that is ambiguous (can have several meanings) and ask them what is occurring. • Their answers reveal the manifest content (storyline of their thoughts/dreams). • They can then discover the Latent Content (underlying meaning of their thoughts/dreams).

  12. Aron and Dutton (1974)Misattribution of Emotion Results For the men who walked across the scary bridge and were interviewed immediately: • Men walking across the scary bridge were more likely to have a manifest content that was sexual in nature (when talking to the woman). • The men who walked across the scary bridge were most likely to call the woman, asking for a date.

  13. Aron and Dutton (1974)Misattribution of Emotion • The men who walked across the safe bridge or were interviewed 5 minutes after they crossed the scary bridge were much less likely to talk sexually about the TAT or call the woman interviewer.

  14. Aron and Dutton (1974)Misattribution of Emotion Discussion • This was most likely due to the arousal they felt from walking across the scary bridge. • They had misattributed their arousal from the bridge towards the woman, making her seem more attractive. Kind of like emotional beer goggles

  15. Aron and Dutton (1974)Misattribution of Emotion • none of the participants attributed their feelings to the bridge causing arousal, therefore causing the experimenter to become more attractive. ############### F#############

  16. 2. Appraisal Theory of EmotionLazarus 1975 or 1982 or 1991 • A theory of emotion which implicates that people's personal interpretations of an event determining their emotional reaction. • Event ==> thinking ==> Simultaneous arousal and emotion. • So the way you interpret a situation (cognitive) can effect your physiological response (biology)

  17. Appraisal Theory of EmotionLazarus 1975 or 1982 or 1991hint: replace the term appraisal with evaluation Two ways that we think about it…. • Primary Appraisal: we consider how the situation affects our personal well-being. • Secondary Appraisal: we consider how we might cope with the situation (or who is to blame)

  18. http://www.youtube.com/watch?v=DuIQJ-l16b4 • http://www.youtube.com/watch?v=h_ZHKf0FUBA • http://www.youtube.com/watch?v=cAqPQs0UfCQ

  19. Speisman et al (1964)Experimental manipulation of emotions through cognitive appraisal Aim • To investigate the extent in which manipulation of cognitive appraisal could influence emotional experience. • In other words, if they change the way you look at an experience, will that change your emotion towards it.

  20. Speisman et al (1964) Procedure: • In this laboratory experiment, participants saw anxiety provoking films. • Basically, a film of an aborigine initiation ceremony where adolescent boys were subjected to unpleasant genital cutting.

  21. Speisman et al (1964) • The film was shown with three different soundtracks intended to manipulate emotional reactions.

  22. Speisman et al (1964) • The “trauma condition” has a soundtrack with emphasis on mutilation and pain.

  23. Speisman et al (1964) • The “intellectual” condition had a soundtrack that gave an anthropological interpretation of the initiation ceremony.

  24. Speisman et al (1964) • The “denial condition” showed adolescents as being willing and happy in the ceremony.

  25. Speisman et al (1964) • During each viewing of the film various objective physiological measures were taken, such as heart rate and galvanic skin response.

  26. Speisman et al (1964) Results: • Participants in the “trauma condition” showed much higher physiological measures of stress than participants in the other two conditions. • How does this support appraisal theory or emotion?

  27. Speisman et al (1964) Evaluation • In lab…so it was controlled. • Ecological validity?

  28. How does emotion affect cognition? Evaluate one theory of how emotion may affect one cognitive process.

  29. Flashbulb Memories • Highly accurate and vivid memory of a moment a person first hears a shocking event. • Types of episodic memories (explicit) • It is assumed that they are highly resistant to forgetting because of the emotional arousal at the time of encoding. • It is a controversial idea.

  30. Flashbulb Memories • The term “flashbulb” indicates the event registers like a photograph (great detail). • It is often rehearsed because the event is important to us.

  31. Flashbulb Memories6 features that people will remember… • Place • Ongoing activity (what they were doing) • Informant (who learned it from) • Own Affect (how you felt) • Other Affect (how others felt) • Aftermath (the importance of the event)

  32. Brown and Kulik (1977)Research on Flashbulb Memories (FM) Aim: • To investigate whether shocking events are recalled more vividly and accurately than other events. Procedure: • Questionnaire asked 80 participants to recall circumstances where they have learned of shocking events.

  33. Brown and Kulik (1977)Research on Flashbulb Memories (FM) Results • Participants had vivid memories about where they were and what they were doing when the event occurred (like JFK Assassination). • Results indicated that FM is more likely when the event is unexpected and personal.

  34. Brown and Kulik (1977)Research on Flashbulb Memories (FM) • They suggest it is caused by physiological emotional arousal (amygdala). • However, these ideas have been challenged….

  35. Neisser and Harsch 1992 Aim: • To see if FM really exists after a big ass event. • Would they really remember it. Procedure: • 106 Intro to Psych students were given questionnaire less than 24hrs after the Challenger disaster and asked 7 questions.

  36. Neisser and Harsch 1992 • Then 44 of the students were contacted 2 ½ years later. Results • Only 11 of the 44 even remembered they answered a survey. • The mean score of the 7 questions was 2.95 out of 7. • 11 of them scored a 0, and for 22 of them it was 2 or less out of 7.

  37. Neisser and Harsch 1992 Evaluation: • It had high ecological validity (real event). • Really challenges FM theory. • BUT…maybe the challenger disaster was not personal enough.

  38. Happiness Theories • Social comparison theory (Festinger): Ppl learn about & assess themselves in comparison to others • Level of aspiration theory (Rotter): Action = based on potential gain; never truly happy

  39. How does cognition affect happiness? • Social comparison theory  belief that our happiness is affected by others • Aspirational  people can never truly be happy bc they always set new goals

  40. How does cognition affect happiness? • Social comparison theory: ppl are unhappy bc they compare themselves to others • Aspirational theories: ppl are unhappy bc they always have a new goal to meet

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