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Emotion > Everything after exam 1 > Flashcards

Everything after exam 1 Flashcards

1
Q

What are the 2 motives for emotion regulation on an individual level

A

1- Hedonic motivation: the pursuit of pleasure. –) when we feel bad we try to do something about it to feel less bad.

2- Instrumental motivation: to help us do better. –) change emotional state to try to do better in a particular emotional task

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2
Q

ùIn the study where they asked participant what kind of music they wanted to hear before doing a task, what happened

A

Non-confrontational: want to listen to neutral or exciting music. Don’t really want to listen to exciting music.

Confrontational: choose to put themselves in a anger state to do better in the game.

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3
Q

Why do people regulate their emotions in group

A

1- Pro-social motive: not to hurt others. Like grandma giving you a hideous sweater, not gonna tell her.

2- Impression management: you don’t want people to judge you, or to think you’re a certain way.

Difference is that pro-social is because you want what is best for people around you whereas impression management is more self-centered.

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4
Q

what are display rules

A

social norms about what emotion is appropriate to express to whom in what context

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5
Q

process model of emotion regulation

A
  1. situation selection
  2. situation modification
  3. attention regulation
  4. appraisal regulation (telling yourself it’s not that bad …)

(after the emotional has happened)

  1. response (produce an emotional expression that does not correspond to how you feel in the inside)
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6
Q

what part of the process model of emotional regulation: Inauguration of donald trump, he turned around to his wife, she flashed smile, the moment he turned back the emotion disappeared.

A

Response regulation

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7
Q

motives for sharing

A
  • Support
  • Re-process
  • Integration (bringing you closer to the person to whom you are sharing)
  • Affirmation (you’re worried about your reactions and you tell someone else in the hope that they will affirm you)
    -Social comparison (you want to know that other people would have reacted the same as you, just checking you own emotional reaction)
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8
Q

why is Emotional Thought Suppression not very effective

A

Attempts to banish unwanted
thoughts from one’s mind may paradoxically increase the frequency with which these thoughts
come to mind

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9
Q

what is the name of the counterproductive effect of the active suppression of an unwanted thought

A

rebound effect

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10
Q

Prescriptive norms

A

Punished if don;t follow the rules. “this is how people should behave”

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11
Q

study where show participants videos of
-either man or woman
-either expressing sadness or anger

what salary do participants say they should get

A

-Men higher salary if they expressed anger as compared to sadness
-Women higher salary if they expressed sadness as compared to anger.
-Highest salary was given to the angry man, lowest salary was given to the angry woman.

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12
Q

when are there more gender differences
-indirect (past event) / direct (present moment)
-ratings of others / ratings of self
-global feeling states / specific emotions

A

more gender differences when
-indirect
-ratings of others
-global feelings states

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13
Q

study done where used film clips to elicit certain emotions

A

They found that for all 3 emotions, women were more expressive than men.

Confound: how did they establish expressivity? Another group of participants were making a judgment about how expressive person the was. The group of participants brought with them their sets of beliefs

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14
Q

study done on emotion perception: ambiguous faces (same face, put on a more steeotypical women, and stereotypical men)

A

It the expression was on a man’s face, was seen as expressing more anger.

If the expression was on a women’s face (manipulation of the hair), was seen as expressing more sadness.

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15
Q

what makes people angry, in japan vs USA

A

the most for USA: relationships
second most for USA: injustice

the most for japan: strangers
second for japan: relationships

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16
Q

affect valuation theory

A

How people want to feel. Varies across culture. People in all cultures want to feel good instead of bad. But according to this theory we can align these desires with these individualistic and collectivist values.

In collectivist, want to feel good but in a low arousal. Want to feel calm.

In individualistic, want to feel good but in a high arousal. Excited & enthusiastic.

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17
Q

amae

A

describes a feeling of comfort, security, and satisfaction derived from being dependent on and indulged by others, particularly in close relationships such as between parents and children, or between romantic partners.

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18
Q

study where you could fix your friends computer but it would take you the whole night

Can only Japanese person experience Amae, because we don’t have a word for it in another languages.

A

BOTH japanese participants and american participants felt better if their friend had ask them

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19
Q

criterias for what constitutes self-conscious emotions

A
  • Always involve some kind of evaluation of one’s self
  • And that evaluation is in relation to something social
20
Q

2 kinds of self-conscious emotions and the difference between them

A
  1. social comparison emotions: comparing ourselves to others, how many friends we have, how much money we have (jealousy, envy)
  2. self-evaluation emotions: evaluating yourself in relations to some kinds of standards (guilt, shame, embarrassment)

Both of them have to do with evaluating yourself, comparisons, but one of them has to do with what somebody else has, or in relations to some kind of more standard norm of what we think we should have.

21
Q

jealousy vs envy

A

jealousy: C is now closer to B than A was. THREAT

envy: C has what A wants

So you can be envious of something you never had

Jealousy is normally about relationships, whereas envy is more about things

Envy can be a way to catalyse your actions to get to your goals. Motivator to also try to get them.

22
Q

2 models of jealousy

A
  1. self-evaluation maintenance model
  2. evolutionary model
23
Q

SEM model of jealousy

A

The starting point is that we like to think well of ourselves. If you ask people to evaluate their own intelligence, most people say they are a bit more than average.

If others are good at something that you are not, can result in two things.
1- reflective processes. For example daughter is really good at violon, so thinking about it makes you feel happy because you are associated with it.
2- comparison processes. Makes you feel bad, jealous of them.

24
Q

What determines whether someone that is better than you at something will make you feel good or bad?

A

Relevance: being able to play the violon is not really important for me, not threatening to my self.

25
Q

cuckold problem

A

the dilemma faced by men when investing resources (such as time, effort, and resources) in offspring who may not be genetically related to them.

26
Q

differenciate guilt, shame, embarassment

A

guilt: specific behaviour, to repair, private, quite severe

shame: entire self, avoid, mostly public, very severe

embarrassment: self-negatively evaluated, repair (blush), absolutely public, less severe

27
Q

The 2 facets of pride

A
  • Authentic: feeling that you have done something well
  • Hubristic: smong satisfaction from your entire self, sense for general awesomeness
28
Q

subjective well-being, central distinction between hedonic and eudaimonic

A

Hedonic: involves sensory momentary happiness, shallow pleasures

Eudaimonic: having a sense of life

29
Q

affective forecasting

A

predicting how happy we will be

30
Q

Why are we so bad at predicting how happy we will be?

A

Focalism: we focus on one aspect of the event, we think it will be really fun because of the music. Don’t think about all the other aspects .

Peak-End rule: the peak and the end part will drive your memory of the event.

31
Q

how can you becom ehappier in life

A
  • gratitude
  • sharing
  • social relationships. what characterizes people that are really happy. Evaluated a lot of different things. Quality of social relationships. Deep meaningful relationships. Invest in your social relationships.
32
Q

3 key components of empathy

A
  • Cognitive empathy
  • Affective empathy
    ‘ Motivated empathy
33
Q

empathy

A
  • Understanding others’ feelings
    ‘ Having some type of inclination to act on it
34
Q

2 parts of affective empathy

A
  • Empathic concern: involvement and concern on the other person’s feelings.
  • Personal distress :me focused

If watching a video of an awful event, part of you is concern for the people in the video, but part of you is worried about your own distress. So both are often activated.

35
Q

Study that the professor did a few years ago (EAT): video filmed a bunch of students that talked about difficult things that they went through. Rated how they felt (number 2). Then had a bunch of naive participants watched the video and guess how much of each emotions they were feeling

A

Then checked accuracy. People who felt more distress themselves did WORST at recognizing the others emotions, but feeling more concern HELPS us. Ideal scenario is to feel for the other, but not feeling distressed yourself. Best scenario to have an accurate recognition of others’ emotions.

36
Q

motivated empathy

A
  • We are motivated to be empathetic because it fits with our idea of being a good person.
  • At the same time, we are also partly motivated not to empathize with others because it is distressing, unpleasant. Driven to avoid that distress, so we might choose to look away.
    • SO we have competing motives that push us in two different directions. Often these processes are quite implicit, but they can also be conscious decisions.
37
Q

can empathy be trained

A

yes.

  • Cognitive: perspective taking (short term)
  • Affective: compassion meditation (medium term)
  • Motivation: contact (longer term), emotion (short term)
38
Q

PERSPECTIVE TAKING (COGNITIVE EMPATHY)

people listen to an interview with a convicted murderer. In one condition, told to imagine how this person feels (was supposed to increase empathy). In another condition, were told to take an objective perspective. Then a couple of weeks later, doing a supposedly unrelated task, ask if they want to make prison better for prisoners.

A

Thinking about how this murderer felt made them feel for empathy for people in prison. Empathy can shift our opinions.

39
Q

COMPASSION MEDITATION: results of study where a group meditated

A

Compassion meditation makes you better at recognizing emotions in other people compared to the control group, makes you more attuned to other people’s emotions.

40
Q

MOTIVATED EMPATHY: Comparing hope to love, Participants were asked to describe situations in their own life where they felt hope, love. Write an essay.
Giving money, and then they decide to whom they want to give it too.

A
  • generally gave more if they wrote about love
  • writing about love (as compared to writing about hope) results in giving more to the out-group
41
Q

Biospheric values

A

you value protecting the planet, the environment

42
Q

Altruistic values

A

caring about the wellbeing of other people

43
Q

Results of study on relationship between environmental knowledge and emotion

A

Negative relationship

The more people know, the less worried they are.

44
Q

explanation for Results of study on relationship between environmental knowledge and emotion

A

Uncertainety in very stressful, so more knowledge leads to less uncertainety.

45
Q

green glow

A

when people engage in one of those actions that we listed, make them feel good, because aligned with your values.

46
Q

virtuous cycle of green glow

A

Pro-environmental behaviour —> Experienced positive affect —> anticipated positive affect

When people engage in proenvironmental behaviour, positive affect, learning of that association, anticipate feeling if they engage in proenvironmental action, so they do that more, and so on

Emotion (2 decks)

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