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Intro to Positive Psych > Intro to Positive Psych Midterm Chapter 2 > Flashcards

Intro to Positive Psych Midterm Chapter 2 Flashcards

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1
Q

Basic Emotions
(Original Research)

A
  • Basic emotions varied from 4 to 10 depending on theory
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2
Q

Basic Emotions
(Paul Ekman)

A
  • Listed seven basic emotions: sadness, fear, anger, disgust, contempt, surprise, and happiness
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3
Q

Basic Emotions
(New Research)

A
  • 27 categories of emotions
    Admiration, Adoration, Aesthetic Appreciation, Amusement, Anger, Anxiety, Awe, Awkardness, Boredom, Calmness, Confusion, Craving, Disgust, Empathic Pain, Entrancement, Excitement, Fear, Horror, Interest, Joy, Nostalgia, Relief, Romance, Sadness, Satisfaction, Sexual Desire, Surprise
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4
Q

Combining Basic Emotions

A
  • Positive emotions can be combined in many ways to create variations in emotional experience.
  • If emotions do combine this would suggest that any attempt to totally remove negative emotions from our life would have the unintended consequence of eliminating the variety our emotional experiences.
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5
Q

Are positive and negative emotions dependent or independent?

A
  • Positive and negative emotions are relatively independent.
  • How often a person feels a positive emotion has little to do with how often a person feels a negative emotion.
  • Increasing positive emotions will not automatically decrease negative emotions and vice versa!
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6
Q

Core Affect

A

-Relatively elemental and primitive emotional reaction that is fairly consistently experienced but often not consciously acknowledged, it comprises our unique blend of the pleasant/unpleasant and the activated/deactivated dimensions that we carry with us at almost an unconscious level.

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7
Q

Impact of Core Affect

A
  • Variations can lead to identical situations being evaluated differently because different core affects can push people toward either negative or positive interpretations.
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8
Q

Basic Emotions Composition

A
  • Complex combination of aspects from biological, cognitive, behavioral, and sociocultural influences.
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9
Q

Intrinsic Motivation
(Autonomous Motivation)

A
  • is operating when we are compelled to engage in some activity for its own sake, regardless of any external reward.
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10
Q

Extrinsic Motivation
(Controlled Motivation)

A

-comes into play when we act to obtain some external reward, be it status, praise, an excellent grade, money, or another incentive that comes from outside ourselves

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11
Q

Autonomous Motivation

A
  • is self-chosen and is congruent with one’s true self
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12
Q

Controlled Motivation

A
  • Driven by external rewards or guilt and is not congruent with a person’s core values.
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13
Q

The Broaden and Build Model

A

Positive emotions give us:
- nonspecific action tendencies that lead to new adaptive behavior
- the spark for change in cognitive activity that lead to newer thought-action tendencies
- broadening of our available options to maximize our future resources

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14
Q

Motivation and the Pursuit of Goals

A
  • Good goals autonomously motivated, personally valued, realistic, freely chosen, help others.
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15
Q

Self-Concordance

A

Congruence between one’s personality and goals

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16
Q

Approach Goals

A

Motivate us to move toward something

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17
Q

Avoidance Goals

A

Motivate us to avoid difficulties, dangers, or fears

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18
Q

Domains of Intrinsic and Extrinsic Motivation

A

Health, Work, Relationships, Parenting, Education, Religion, Politics

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19
Q

Strategies to foster goal attainment

A
  • Own your goal (reinforce personal reasons)
  • Make it fun (enhance intrinsic motivation)
  • Remember the big picture (remember how small goals fit into long-term goals.
  • Keep a balance (balance with all other aspects of life)
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20
Q

Affective Forecasting

A

-Predicting how one will feel upon achieving goals
- People are bad at this
- Asking others about what they felt after achieving goals a more accurate assessment

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21
Q

The Biology of Emotions: Neurotransmitters and the Chemicals of Pleasure

A

Oxytocin- the love hormone
Tetrahydrocannabinols or THC
Anandamide- Bliss Molecule

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22
Q

The Biology of Emotions: The Happy Brain

A

Left prefrontal cortex- associated with happiness
Addiction is partly associated with the prefrontal cortex
Pleasure is related to regions the brain known as “pleasure hot spots” that are associated with neural pathways of craving

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23
Q

The Biology of Emotions: Neuroplasticity

A

Growth of a brain
Gray matter may slightly increase in size upon learning music and meditation
Brain does not stop growing every time we practice an old skill or learn a new one existing neural connections are strengthened and over time new connections are made.

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24
Q

The Biology of Emotions: The Genetics of Emotions

A

Genetic influence 30-50%
Family environment and learning can also impact well-being

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25
Q

The Happiness Set Point

A

Hereditability most people have an average level or set point
Everyone returns to an average or baseline level of well being after highs and lows

26
Q

Do our genes rule our emotional lives?

A

Experiences, interventions, and environments MATTER
Genes do not completely determine happiness - typical level of well-being can change overtime

27
Q

Cognition: How we think impacts how we feel

A

Changing negative styles of thinking changes how we feel
Possible to unlearn style and learn how to interpret events with more realistic optimism

28
Q

The Highly Sensitive Person (HSP)

A

DOES
Differential susceptibility
Impact of environment - behavior or emotional responses not always dependent on genetic makeup

29
Q

DOES

A

D- exhibits greater depth of cognitive processing
O- easily overstimulated
E- emotionally reactive and empathetic
S- sensitive to subtle stimuli

30
Q

Differential Susceptibility

A

Genes can express themselves differently in different environments.
Genetic makeup does not always directly determine our behavior or emotional responses.

31
Q

Five Approaches that influence our happiness

A

Past negative type
Past positive type
Present-hedonistic type
Present- fatalistic type
Future-oriented type
Transcendental-future type
- Balanced Time Perspective

32
Q

Past Negative Type

A

Focuses on negative past experiences that still upset you

33
Q

Past Positive Type

A

Adopts a pleasant nostalgic view of the past

34
Q

Present-hedonistic type

A

Dominated by pleasure seeking impulses

35
Q

Present- fatalistic type

A

Feels powerless to change the present or future

36
Q

Future-oriented type

A

Ambitious but feels a nagging sense of urgency that can impact close relationships

37
Q

Transcendental-future

A

Tend to focus on how present life will impact life after death

38
Q

Behavior: How we act influences how we feel

A

Behavior causes a major influence on emotions
Contribution of positive psychology is its focus on positive behaviors

39
Q

Social and Cultural Influences on Emotions

A

-Social constraints model of mood regulation- people regulate moods based on understanding of social situations
-Emotions in collectivist cultures do not exist so much within people rather AMONG people
- So multi-level model of well-being includes an assessment of cultural factors

40
Q

Virtues, Strengths, Character, and Our Emotions

A

Strengths and Virtues- important tools to handle stress and difficult situations
The StrenghtsFinder evaluates 34 themes
Signature strengths are most important

41
Q

Broaden and Build Model: Positivity ratio

A

3:1 Positive to negative emotions ratio

42
Q

Extrinsic Strivings

A

Done for the sake of someone else or only for extrinsic rewards

43
Q

Introjected Strivings

A

Pursued not necessarily for personally relevant reasons but because if you didn’t you’d feel guilty that you let someone done

44
Q

Identified Strivings

A

Relate to pursuing a goal that someone else says is important

45
Q

Intrinsic Strivings

A

Are engaged in because they are personally meaningful and have been freely chosen by the individual

46
Q

Emotional Intelligence

A

An ability to recognize the meanings of emotions and their relationships, and to reason and problem solve on the basis of them

47
Q

5 Characteristics that define Emotional Intelligence

A
  1. Knowing one’s emotions
  2. Handling interpersonal relationships well
  3. Able to motivate oneself
  4. Recognize emotions in others
  5. Manage one’s emotions
48
Q

4 Branch Ability model of Emotional Intelligence

A
  1. Emotional perception and expression
  2. Emotional facilitation of thinking
  3. Understanding and analyzing emotions
  4. Reflective regulation of emotion
49
Q

RULER Program

A

recognizing, understanding, labeling, expressing, and regulating emotions

50
Q

Broaden and Build Model of Positive Emotions
(What is it)

A
  • In her model the purpose of positive emotions is markedly different from the purpose of negative emotions.
    -Positive emotions help preserve the organism by providing nonspecific action tendencies that can lead to new adaptive behavior
51
Q

What does the Broaden and Build Model do?

A

-Positive emotions broaden our awareness and then build on the resultant learning to create future emotional and intellectual resources
-So not only can positive emotions broaden our awareness and build up on resources, but also those resources are more enduring than the positive emotions that initiated them

52
Q

EI training objectives

A

-Teach skills of being aware of one’s feelings, accurately labeling one’s emotions, enhancing communication, appropriately disclosing one’s feelings, and managing one’s emotions and conflict which enhances empathy and validation of others

53
Q

Self-Determination Theory (SDT)

A
  • Postulates that certain inherent tendencies towards psychological growth, along with a core group of innate emotional needs, are the basis for self-motivation, and personality integration.
54
Q

Three Basic Needs (SDT)

A

1- Competence (need for mastery experiences that allow a person to deal effectively with their environment)
2- Relatedness (need for supportive interpersonal relationships)
3- Autonomy (need to make independent decisions about areas in life important to the person)

55
Q

SDT (When needs are met)

A

When 3 basic needs are met, then people show better adaptive functioning and higher well-being

56
Q

Cognitive Evaluation Theory (Deci & Ryan 1985)

A

-Subset of SDT to explain social and environmental factors that lead to greater autonomous motivation.

57
Q

Organismic-integration theory

A

-Proposes that extrinsic motivation exists along a continuum from external regulation up to introjection then to identification and finally to integration

58
Q

Introjection

A

level in organismic integration theory where behavior is driven by desires to garner pride and esteem to avoid guilt and shame

59
Q

Integration

A

-level in organismic integration theory where behavior is driven by a coherent and autonomous sense of self
-Most desirable level of motivation

60
Q

What are basic emotions according to

A

Intro to Positive Psych (3 decks)

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