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EMOTION > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Autonomic Nervous System - Parasympathetic

A

Parasympathetic:
- top and bottom of spinal cord
- long term survival
- decreases heart rate and blood pressure
- increases blood flow to erectile tissue in clitoris and penis
- increases digestive processes
- stimulates secretion of fluids throughout body including digestive glands, salivation and tears
- digestion, relaxation, and social connection

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2
Q

Autonomic Nervous System - Sympathetic

A
  • neural pathways originating in the middle of the spinal cord
  • increases heart rate, blood pressure, and cardiac output
  • shuts down digestive processes
  • provides energy to the body
  • stimulates secretion of epinephrine by adrenal glands
  • helps prepare for fight or flight
  • short term survival
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3
Q

Fight or Flight - autonomic specificity

A
  • a reaction caused by adrenaline that prepares one to either fight the stressor or take flight and escape
  • Autonomic specificity: the extent to which each emotion has a distinct recognizable pattern of autonomic nervous system response
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4
Q

Physiological Specificity of Emotion

A
  • there IS evidence of emotion specific physiological responses
  • negative emotions elicit greater ANS activity
  • physiological response measurements: finger/ear temp, skin temp, skin conductance, EKG’s, respiration, arrhythmia
  • anger and excitement = greater skin conductance
  • anger, fear, and sadness increase heart rate
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5
Q

physiological response to stress

A
  • cerebral cortex and amygdala signal threat
  • sympathetic nervous system activated
  • adrenaline (epinephrine) released
  • cortisol released to sustain response
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6
Q

Parasympathetic response and positive emotion

A
  • contentment: associated with reduced heart rate, drops in blood pressure, slower breathing, and lack of sweatiness
  • amusement: drop in heart rate but blood pressure remains high
  • love: elevated heart rate
  • awe: reduced influence of sympathetic influences upon the heart
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7
Q

Dorsal and Ventral Vagal complexes; Vagal Tone

A
  • Porges hypothesized that the ventral vagal branch of the parasymp is involved in prosocial emotions such as compassion and love

vagal tone:
- activation of vagus nerve
- measured by the relationship between heart rate and respiration
- compassion associated with elevated vagal tone

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8
Q

Kok and Fredrickson

A
  • found that people with higher levels of vagal tone experienced greater increases in positive emotion and social connection
  • increases in social connections led to rises in vagal tone
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9
Q

the Hypothalamic-Pituitary-Adrenal Axis

A

stressor -> hypothalamus -> hypothalamus stimulates pituitary to release ACTH -> stimulates adrenal glands to produce cortisol which maintains blood glucose to respond to stress

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10
Q

Trier Social Stress Test

A
  • mock job interview and mental arithmetic meant to trigger high stress
  • those who were introduced to chronic stressors didn’t show high stress levels (burned out)
  • anger response = increased cortisol
  • fear response = increased inflammation
  • looks at activation of HPA
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11
Q

Somatic Marker Hypothesis

A
  • proposes emotional processes guide behavior, particularly decision-making
  • somatic markers are feelings in the body that are associated with emotions, such as the association of rapid heartbeat
  • these markers strongly influence subsequent decision making
  • when a somatic marker is associated with the negative outcome is perceived, the person may feel sad, which acts as an internal alarm to warn the individual to avoid that course of action
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12
Q

ACC - anterior cingulate cortex

A

pain and social pain

acc activated by: ostracism, empathy, and happy and sad memories

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13
Q

Hypothalamus

A

negative: anger and fear

positive: sexual desire, excitement, sympathy, romantic love

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14
Q

Amygdala:

A

negative emotions: anger, rage, fear, anxiety

positive emotions: sexual desire, romantic love, exictement, euphoria, enthusiasm

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15
Q

Left v Right Hemi

A

left: approach behavior
right: avoidance behavior

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16
Q

Amygdala as Emotional Computer

A
  • evaluates sensory input and its emotional significance
  • amygdala core of a central network of emotional processing
  • involved in appraisals and the concern
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17
Q

Nucleus Accumbens

A
  • rich in dopamine and opioid neurotransmitter
  • central to the experience of positive affect

example: dopamine release and activation in the nucleus accumbens increase in response to pleasurable food

  • central to wanting and motivation
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18
Q

Dopamine

A

activation of networks of dopamine neurons signal potential rewards in the environment and is likely involved in emotions such as enthusiasm and desire

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19
Q

Opiates

A

central to our experience of liking stimuli

  • the release of opiates makes consumption pleasurable and rewarding
  • opiates released in sexual activity and touch
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20
Q

Brain regions associated with reward circuitry

A

nucleus accumbens

prefrontal cortex

amygdala

ventral tegmental area (VTA)

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21
Q

Prefrontal Cortex and Emotion Regulation

A
  • patients with damage to prefrontal cortex have problems regulating their emotional behavior and have emotional reactions that are inappropriate to the social context
  • prefrontal cortex is activated when people try to regulate their emotional responses
  • reappraisal = increase in activation of prefrontal cortex
22
Q

empathy and the cortex

A

ACC - anterior cingulate cortex - engaged when people respond empathetically to emotions of others

  • our own experiences of pain and our appraisal of another’s pain can activate the same region of the brain
23
Q

Dorsal Anterior Cingulate Cortex

A
  • mind’s alarm system to social pain and separation - it is a discrepancy detector
  • helps humans detect cues of rejection, separation, and exclusion
  • activated when: a threat of negative social evaluation, and rejection
24
Q

emotions in infancy

A
  1. Disgust (infant)
  2. Smile (2-3 months)
  3. Anger (4-7 months)
  4. Fear: (7+ months)
25
Q

Figure 8.2

A

effects of crawling status on frequency of anger expressed during the arm restraint procedure

  • 6 weeks post crawling there is a huge surge in anger during periods of arm restraint
26
Q

18+ months and beyond

A
  • self conscious emotions - embarrassment and envy
  • pro social emotional tendencies: empathy and altruism
  • offering instrumental help, offering comfort, sharing resources
27
Q

ToM

A

Theory of Mind: ability to think that each person has their own mind, thoughts, and feelings - emerges at 3-4 years

  • development of ToM closely parallels the development of social emotions
28
Q

Social referencing

A

the ability to use emotional displays of others to guide one’s own behavior

29
Q

Visual Cliff Experiment

A

12 months old likely to cross the visual cliff if their mother looked happy, but were unlikely to cross when mother looked fearful

30
Q

Negativity Bias

A

in which the bad affects us more strongly than the good

  • emerges early in newborns
  • infants showed stronger neural response when hearing fearful and angry voices compared to happy ones
  • evolutionary: enables children to learn quickly about threatening situations
31
Q

Emotional Regulation

A
  • the strategies people use to influence their own emotional experience
  1. Situation Selection: choose environments to influence emotion
  2. Situation modification: modify situation to alter emotional impact - can’t make a meeting alter the time
  3. Attention: control focus on event to reduce or enhance emotion (distraction)
  4. Reappraise
  5. Response Modulation: effort to shift, modulate, or suppress expressions/emotions
32
Q

Neurobiological development of emotion regulation

A

2 months: attentional control
4-5 months: control of affect/motor activity / recovery from distress
10 months: response inhibition
1-2 years: talk with others and self directed calming
3-4 years: executive functioning/ effort control / self distraction / reappraisal self monitoring
3-4 years: ToM/ emotion understanding/Knowledge of social rules and norms

33
Q

Emotions and Social Relationships

A
  • positive emotions increase prosocial behavior
  • emotion as info: expressions helps other know emotions
  • emotions as reinforcement: serves as an incentive/deterrent for others behavior
  • emotional reciprocity: evokes reciprocal actions in others
  • emotions create relationships (smile = cooperation) and relationships shape emotion related appraisals
34
Q

Emotions in Marriage

A

Responsive: couples can be responsive to each other; be timely and attentive to the emotions of their partner

Resolution: partners can reconcile and collaborate in meeting the stresses and conflicts that become more prominent as lives progress

Maintenance: partners can find ways to continue to build their affection and committment

35
Q

Toxic Emotional Behavior

A

Four Horsemen of the Relationship Failure

  1. Criticism
  2. Defensiveness
  3. Stonewalling
  4. Contempt
36
Q

Capitalizing upon the good

A
  • when romantic partners share their joys and respond to each other’s good news with engaged enthusiasm they are more likely to feel committed to each other
  • cuddling and kissing increases commitment and closeness
37
Q

Play

A

Amusement / Play are emotional antidotes to stresses and conflicts of intimate relationships

more shared laughter = more closeness and satisfaction. reduced stress, and increased positive emotions

38
Q

Forgiveness

A

shift away from ideas of revenge and avoidance toward a more positive understanding of the humanity of the person - acknowledging they are human

  • reduces blood pressure and anger
39
Q

Gratitude

A
  1. Gratitude serves as a barometer: feeling of gratitude track who is cooperative and who is not
  2. Gratitude motivates altruistic behavior - critical to long term friendships
  3. enforcement: expression of gratitude reinforces cooperative behavior
40
Q

Social Support

A
  • reduces feelings of stress and anxiety
  • high social support show lower baseline levels of cortisol
  • calms the hypothalamic pituitary adrenal axis
  • having supportive comments activates dopamine rich areas of the brain (ventral straitum)
41
Q

High Power v Low Power Emotions

A

High: more positive emotions; enthusiasm, joy, excitement

Low power: sad, shame, guilt , anxiety - higher baseline levels of stress hormone cortisol and more vulnerable to anxiety and depression

42
Q

Social Class and Emotion

A

upper and lower division individuals appraise their environments differently as a function of possessing different resources

upper class: internal, self oriented focus due to less social and environmental threats

lower class: eternal, other-oriented focus due to higher social and environmental threat to their wellbeing and fewer resources to be able to cope

43
Q

Three Perspectives on Emotion in Cognitive Functioning

A
  1. Perceptual effects: we are attuned to perceive things that are congruent with our mood
  2. Attentional effects: emotions affect attention - when we’re anxious we focus on what we are anxious about, when we are fearful we pay more attention to negative possibilities
  3. Effects on remembering: structure our account of things based on general emotional attitude of the story and our own meanings
44
Q

Broaden and Build

A

function of positive emotion is to broaden and build our resources

  • positive emotions enable creative thought and aid in formation of important bonds
45
Q

stroop test

A

examining the response time of the participants to name colors of words presented to them

  • depressed participants will be slower to say the color of a depressing word rather than non-depressing words
46
Q

Big 5 Model - Neuroticism

A
  • associated with a negative bias in perceiving, processing, and recalling information
  • react stronger to negative events
  • poor coping strategies
  • dysregulated amygdala functioning during emotion regulation
47
Q

Big 5 Model - Extraversion & Agreeableness

A
  • bias towards positive appraisal
  • react stronger to positive events
  • higher agreeableness and high conscientiousness predisposed individuals to perceiving all faces as friendlier
48
Q

Parental Mentalization

A

parents abilities to represent and hold in mind the internal states of their children such as emotions, thoughts, intentions, and desires

49
Q

Reflective capacity

A

involves understanding how behavior is motivated by mental states and how mental states are separate and interconnected - can be improved and enhanced if willing to reflect on experiences

50
Q

Cognitive Sensitivity

A

extent to which any social partner considers the knowledge and abilities of the other person during an interaction

more cognitive sensitivity = increase in child’s ability to engage in cooperation

51
Q
A

EMOTION (2 decks)

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