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Emotions, mental health and neuroscience > Emotion & Cognition (5) > Flashcards

Emotion & Cognition (5) Flashcards

1
Q

what are emotions?

A
  • complex states of humans characterised by changes in autonomic nervous system arousal accompanied by distinct physiological expressions, specific action tendencies, and subjective feeling expereicnes of a certain valence (Pham ,2007)
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2
Q

what do emotions differ in?

A
  • valence (positive or negative)
  • type (happiness/ anger/ sadness etc.)
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3
Q

how were emotions viewed until 1980s by cognitive psychologists?

A
  • part of social not cognitive psychology
  • non-cognitive processes
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4
Q

how are emotions represented in the cognitive system, according to the associative network models? (e.g., Bower, 1981)

A
  • knowledge of emotional states stored in memory as nodes, through a network of semantic concepts based around 5 core emotions (happiness, sadness, anger, fear, disgust)
  • knowledge linked to autobiographical memories of the experience of each emotion
  • activation of nodes (due to experiencing emotion) above certain thresholds triggers associated information coming into consciousness and influencing reactions/ behaviours
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5
Q

how are emotions represented in the cognitive system, according to the embodied simulation models? (e.g., Neidenthal, 2007)

A
  • knowledge of emotional states not separate from sensory-motor sy
  • understanding emotional meaning of event/ object entails reactivating neuron’s for all three modalities
  • knowledge based on re-experiencing of emotions not abstract conceptualisation of knowledge about emotions
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6
Q

what does research suggest influences how we perceive/ interpret stimuli?

A
  • how we’re feeling
  • neutral facial expressions seen as negative when feeling anxious (Ohman et al., 2001)
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7
Q

how do our emotions impact how we perceive/ interpret stimuli?

A
  • react to stimuli in line with current emotional state then automatically direct attention to stimuli as stimuli is important , preparing you to act adaptively
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8
Q

what do objects with emotional impact attract?

A

attention

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9
Q

threatening objects effect

A
  • threatening-looking objects capture attention more than neutral objects (Williams et al., 2005)
  • evident on various attention research tasks
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10
Q

examples of attention research tasks

A
  • dot probe
  • stroop
    attentional blink tasks
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11
Q

attention narrowing when feeling threatened/ fearful (Gasper & Clore, 2002)

A
  • focus more on information (cues) associated with threatening stimuli at expense of peripheral cues
  • effect due to high-level of arousal linked with negative emotions engendered by threatening situations
  • high-arousal emotional states induced in lab
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12
Q

Weapon focus effect (Loftus et al., 1987)

A
  • due to narrowing of attention when highly-aroused (differential allocation of attentional resources
  • studied with eye-witnesses to crime (memory for information about crime = greater for weapon_
  • effect suggests arousal level is greater influence on attention
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13
Q

emotion and information processing

A
  • after stimuli attended to, emotion can affect how information is cognitively processed
  • emotion-congruence - effect due to emotional state activating stimuli/ object- consistent associations stored in memory
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14
Q

‘emotion-congruence’

A

objects/ stimuli with emotional significance that match with how we’re feeling classified/ processed quicker than neutral or emotion-incongruent material

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15
Q

memory (Schacter, 1999)

A

active and constructive process for storing, encoding and retrieving information about experiences form past

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16
Q

how does emotion impact memory (Bower, 1981)

A

emotion can influence encoding, storage and retrieval elements of process
- emotion-induced events recalled better and easier than neutral events (Houston et al., 2013)
- due to emotional impact of event and associated narrowing of attentional focus

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17
Q

mood-congruent memory (Bower et al., 1981)

A
  • recall better for information that fits with current feelings
  • recall details of sad events more accurately than happy events when feeling sad (Snyder & White, 1982)
  • participants in mood recalled more facts about person in story who was experiencing same mood as them (Bower et al., 1981)
  • effect due to current emotional state activating emotion-relevant information in memory
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18
Q

mood-congruency study (Halberstadt et al., 1995)

A
  • participants induced to feel different positive and negative emotions using music recalled words that fitted with their mood better than words that didn’t fit with their mood/ no emotional connotation
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19
Q

mood-state-dependent memory (Eich, 1995)

A
  • information retrieved better when learned in same emotional state as current emotional state
    -effect due to mood cueing info thay fits with mood (memories encoded in same mood as current mood easier to recall than memories from different mood)
20
Q

research evidence for emotion memory link

A
  • intense emotions entail high level of arousal affecting memory (Pham, 2007)
  • findings due to emotional state occupying too many cognitive resources, leaving insufficient resources free to remember information correctly
21
Q

emotions increase production of irrelevant competing thoughts. What does this hamper?

A

processing of target stimuli and associated information
- participant in induced sad mood recalled fewer details of stories regardless of familiarity of story content (Ellis et al., 1995)

22
Q

high-level cognitive processes

A

thinking
judgement
decision-making

23
Q

lower-level cognitive processes

A

attention
perception
memory

24
Q

reasoning

A

thinking in accordance with the principles of logic (Manktelow, 2012)

25
Q

emotion can affect rationality

A

feeling positive = better creative problem-solving ability (Hirt et al., 1996)

26
Q

rationality-emotion link

A
  • anxiety linked with logical reasoning performance (Darke, 1988)
  • experimentally induced positive or negative mood hampers reasoning task performance (Oaksford et al., 1996)
27
Q

emotional content of reasoning tasks impair logical reasoning performance (Eliades et al., 2012)

A
  • experimentally manipulated believability, logical validity and emotional content of reasoning tasks
  • participants wrongly reported that logically invalid tasks were valid when content was emotional
28
Q

judgements

A

evaluations of tasks/ situations
- typically comprise predictions and estimates

29
Q

decisions

A

choosing among options

30
Q

Johnson & Tversky’s (1983) research supports mood-congruent judgement effect

A
  • effect evident for specific emotions as well as emotions of differing in valence
  • mood congruent judgement effect due to emotional state being used to guide focus of attention and being source of information for judgements
31
Q

Lerner and Keltner (2001) emotion and judgement

A
  • judgements of risk involved with different like situations lower among participant’s induced to feel fear, whereas judgements higher among participants induced to feel anger
  • found that judgements were higher among participants induced to feel happy (suggesting that certain positive and negative emotions influence judgements involving risk in same way)
32
Q

emotion and decision-making: Cahir and Thomas, 2010

A

decisions on gambling task more risky among participants in induced positive or negative mood than participants in neutral mood

33
Q

emotion and decision-making: maner and gerend, 2007

A

induced ancious mood and higher trait anxiety linked wit hless risky decision making

34
Q

emotion and decision-making: Raghunathan and Pham, 1999

A

induced sadness linked with more risky decisions on gambling and career tasks

35
Q

emotion and decision-making: Isen and Patrick, 1983

A

gambling task decisions less risky when in positive mood when odds of losing are high

36
Q

arousal affects risky decision making (Ditto et al., 2006)

A

participants that could smell chocolate chip cookie made more risky decisions about drawing winning ticket for prize of cookies than participants that received description of attributes of cookies
- smell of cookies stimulating emotional arousal which in turn affected decision-making

37
Q

arousal affects decisions about attractiveness of objects (Ariely & Loewenstein, 2006)

A

participants that were sexually aroused made more risky decisions about attractiveness of neutral and sexual objects/ pictures than non-aroused participants

38
Q

mood maintenance hypothesis (Isen & Geva, 1987)

A
  • make judgements/ decisions that maintain positive emotions and repair negative ones
  • positive mood and risk-averse judgement and decision making
  • negative mood and more risky judgement and decision making
  • experienced emotion focuses attention on aspects of tasks that are congruent with mood state
39
Q

affect-as-information model (Schwarz, 2000)

A
  • feelings source of information and determinant of what information brought to mind
  • results in mood-congruent information evaluation
  • awareness of source of mood meaning mood no longer affected participant decision making
40
Q

broaden-and-build theory (Fredrickson, 2001)

A
  • benefits of positive emotiosn for cognition in general
  • participants induced to feel joy/ contentment generated more thoughts
  • participants induced to feel fearful/ angry generated fewer thoughts
41
Q

appraisal tendency framework theory (Lerner & Keltner, 2001)

A
  • comparing positive and negative emotions insufficient to study link between emotion and high-link cognition
  • risky decision-making differs between negative emotions
  • appraisal of situations informs emotional responses
42
Q

somatic marker hypothesis theory (Bechara & Damasio, 2005)

A
  • risky decision making based on somatic markers that become linked with feelings over time
43
Q

define somatic markers

A

emotional reactions to stimuli built up over time through associative learning and prior experience

44
Q

affect heuristic theory (Slovic et al., 2007)

A
  • judgements/ decisions based on feelings elicited by stimuli
45
Q

emotion induction techniques

A
  • cued autobiographical life event recall
  • listening to music
  • watching films
  • seeing photos
  • reading self-referent statements
  • getting false feedback on task performance
    international affective picture system
46
Q

international affective picture system (IAPS)

A
  • Lang et al., 1999
  • set of validates emotional-orientated images of real-life events/ scenes rated for valences/ arosal
  • specific emotions associated with different images
47
Q

ethics: general rule

A

expose participants to no greater harm than could feasibly be experienced in everyday life

Emotions, mental health and neuroscience (10 decks)

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