Lecture 2 Flashcards
1
Q
James Lange Theory
A
- events in stimuli give rise to bodily reactions
- the feeling of the bodily response is the emotion
-BUT: - ppl can experience emotions without physiological responses
- physiological responses do not always lead to emotions
- it does not consider the object of emotions
2
Q
Schachter and Singer
A
- includes cognitive appraisal
- emotions are determined by physiological responses and the person who interprets them
- attribution of arousal impacts emotional experience
- BUT
-subliminal offering of stimuli makes those stimuli positive so we dont need cognition/attribution to experience emotion
3
Q
Appraisal Theories
A
- cognition is not necessarily conscious
- many appraisal theories, many differences among them
- stimulus is interpreted in a certain way and this interpretation leads to a motivational response/action tendencies
- action tendency is expressed in a physiological way to prepare body to take action
4
Q
Theory of Constructed Emotion
A
- multi level, constructionist view
- brain uses past experiences to construct conceptualization -> brain predicts emotions based on sensory input, experiences and context
- culture shapes emotions -> dynamically constructed, the way we label and understand emotions is influenced by language, culture and social learning
5
Q
Measuring emotions
A
- experience (we mostly rely on this) -> may not always be true but it is their experience
- behaviour
- physiology -> skin conductance, heart rate, cortisol response
- much overlap but less in physiology
6
Q
Universal Emotions
A
- expressions of emotions come about based on evolutionary processes -> functional
- encourages surroundings to take care of you
- biological programming and emotions are universal and uniform
- they look the same and mean the same in every context
- the basic emotions are universal (Barret would disagree tho! She would say that the valence and arousal are universal but what it actually means is constructed and different to different cultural and social contexts)
7
Q
Basic emotions
A
- joy
- disgust
- surprise
- sadness
- anger
- fear
8
Q
Differentiation of emotions in the first three years of life
A
- Birth to 6 mnths: contentment becomes joy, interest becomes surprise and distress becomes anger, sadness, disgust and fear (primary emotions)
-6 mths to 2 yrs: simple embarrassment, envy, empathy, self conscious thought, cognitive development and development of language impact expression of emotion, you learn what is right or wrong which for example allows you to feel shame (complex emotions) - 2 to 3 years: pride, shame, guilt, complex embarrassment, incorporation of rules and norms (Complex emotions)
9
Q
Development of joy
A
- first weeks: random smile, satisfaction, reflex
- 3-4 months: social smile (in the still faced experiment, the baby already knows socially how smiles should be responded to, so when the baby smiles and the confederate does not smile back, this frustrates them -> this is how we know depression of caregivers can have negative impacts on development)
- 6-7 months: goal oriented/intentional smile
10
Q
Development of anxiety
A
- only after 6-7 months: this is because they develop object permanence and cognitive development which is necessary to experience it
- fear of foreign people -> normal development, lots of variation
- this can be reduced by: proximity to parents, relationship between parent and stranger. environment, appearance and behaviour of stranger, and exposure (regular contact with strangers)
- separation anxiety increases between 8 months until s16 months and then decreases until 3-5 yrs)
11
Q
Complex emotions
A
- from 2 years onwards
- shame, shyness, guilt, pride
- social emotions/emotion socialization
- impacted by roles of others, rules, norms
- focus on negative = much shame, little pride (and vice versa)
- excessive positive evaluation/ expectations = narcissism, anxiety in children with low self esteem
12
Q
Cultural rules of expression (conventions)
A
- expression of feelings in a social context depends in part on rules that are culturally determined
- regulating emotional intensity
- intensifying certain emotions over others
- expectations depending on the specific situation
- categorizing emotions
- culture may bias members over the course of development to interpret situations differently = some emotions more dominant than others
13
Q
Emotion socialization: family factors
A
- family climate can influence emotional expression within culture
- when children grow up in a home with parental depression that is related to more internalizing expression of emotions and internalizing problems (depressive and anxiety symptoms)
- in more heated and confrontational family contexts, we see more externalizing behaviour
14
Q
Role of emotional dialogue
A
- socially shared emotions
- naming of emotions (affect labelling, healing effect)
- promotes self perception and emotional sensitivity (understanding the emotions of others)
- helps with emotion regulation
- naming negative emotions and feelings can lead to being able to put a brake on levels of negativity (reduces stress response, effects on immune system etc.)
15
Q
Emotion and cognition: attention
A
- emotionally relevant stimuli attract attention
- i.e. visual search task (spiders get more attention than flowers)
- attentional blink task
16
Q
Emotion and cognition: interpretation
A
- participants had a mood induction: had to imagine a situation that elicited disgust, fear, joy or neutral feelings (there was also music and pictures)
- they had to write down homophones (pairs of words that sound the same but mean different things)
- i.e. the word was fli and they could write down either flea or flee, i imagine with fear they would have more often written flee
- findings were that emotions influence how we interpret ambiguity (i.e. those primed with disgust or fear came up with more threatening interpretations)
17
Q
Emotion regulation
A
- all processes people use to influence what emotions they have, when they have them and how they experience and express those emotions
- intrinsic vs extrinsic (sometimes both)
- conscious (cognitive appraisal) vs automatic, explicit and implicit emotional regulation: a dual process framework
18
Q
Process Model of Emotion Regulation - how you can choose different strategies to regulate emotions
A
- situation selection
- situation (situation modification)
- attention (attentional deployment)
- appraisal (cognitive change)
- response (response modulation)
19
Q
Select Situation
A
- choices we make in view of our future emotional experiences
- problem: memory and vision of the future are not perfect, people primarily remember the peak and end of pain and not the total duration, people overestimate the intensity of negative emotions in the future
- short term vs long term
20
Q
Attention
A
- focusing on certain aspects of a situation
- delayed gratification experiments
- direct thoughts away to minimize the distress
21
Q
Change response
A
- change behaviour, experience, and/or physiology
- self-soothing, (thumb sucking)
- inhibit motor movements related to distress
- counting to 10
- deep breath
- emotion suppression -> this can be dysfunctional
22
Q
Cognitive reappraisal movie study
A
- emotion induction before watching a movie to see if this influenced interpretation of a movie
- some were instructed to watch a movie and some were instructed to remember that its just a movie, with actors and special effect
- reappraisal experienced less emotional arousal from the movie
23
Q
Family context in development of emotion regulation
A
- children learn about emotion regulation through observational learning, modelling and social referencing through their family context
- parenting practices related to emotion and emotion management, response to child emotions impact child emotion regulation (helping and coaching child with emotions)
- emotional climate of the family i.e. attachment relationship, emotional expressiveness, marital relationship (i.e. fighting, negative emotions, can impact)
- parent characteristics: reactivity, regulation, mental health, family history
- child: temperament, personality, anger, reactivity, fearfulness
- adjustment is also there
- transactional model
- emotion regulation also impacts the parents, the practices, and emotional climate
24
Q
Emotional regulation of babies
A
- very dependent on parents (extrinsic emotion regulation)
- intrinsic strategies are primitive: turning away head, seeking reproachment (related to cognitive development)
- social referencing: using other people’s expression of others to interpret new emotional situations
25
Q
Emotion regulation of toddlers
A
- language development (delay discounting task) helps in regulation of emotion through expression of emotion
- learn social rules: what emotions to show and how intense
- distinguishing between what you feel and what you show (exaggerating pain/grief, faking emotions)
- development of cognitive emotion regulation (directing attention away, thinking about something else, interpretations)
26
Q
Emotion Regulation into further development
A
- especially more, better and specialized
- understanding that others can also regulate emotions (child can learn to estimate what others are feeling which can improve social interactions)
- importance of differentiation between “observers” in adolescence (i.e. showing emotions to friends but not parents)
- this continues into adulthood
27
Q
Emotion regulation and psychopathology
A
- as emotion regulation develops it can go wrong and be maladaptive (rumination, avoidance, suppression)
- chronic deficits in emotion regulation contribute to all major forms of psychopathology
- impact is enormous, even at a young age
- positive emotion regulation positively impacts mutual friendships, peer acceptamce and relationship with teachers, which positively impacts classroom participation which positively impacts achievement
- but when children have more problems regulating, these relationships become negative
28
Q
Situation Modification
A
- A method of emotional regulation where a caregiver or the infant changes the environment to influence emotional experiences
- i.e. A parent removing a frightening toy or an infant crawling away from a loud noise.
29
Q
Attentional Deployment
A
A strategy where infants regulate emotions by shifting their focus away from distressing stimuli.
30
Q
Response Modification
A
Managing an emotional reaction by directly altering physiological responses, such as self-soothing behaviors.
