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Personality Revision 2 > Lecture 9 - Emotion > Flashcards

Lecture 9 - Emotion Flashcards

1
Q

Define emotion

A
  • Biologically-based responses to situations that are seen as personally relevant
  • Shaped by learning
  • Usually involve physiological changes
  • Changes to behaviour and to our experiences
  • Very subjective and individual responses
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2
Q

How does emotion differ from mood?

A

Emotions = IMMEDIATE RESPONSES to specific stimuli

Mood = spread out, LONG LASTING, emotional states
- generic mood, not situation specific

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3
Q

What are the 3 EVOLUTIONARY Perspectives on emotion?

A
  1. Charles Darwins (1872) - Theory of emotional Expression
  2. Ekmans (1972) - Neurocultural theory of emotional expression
  3. Fridlunds (1994) - Behavioural Ecology Theory
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4
Q

Outline Charles Darwins (1872)’s theory of Emotional expression

A
  • Emotions are a survival mechanism
  • Expression and recognition - tell others how you are feeling
  • Fight or flight - know their intentions
  • Genetic fitness - choose partners based on how good they are at expressing emotions
  • Allow us to communicate - why is this person feeling that? I need to know in case i have to avoid something
  • Outward communication of inner states
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5
Q

Why is emotion important, according to William James

A
  • Without them, you wouldnt be able to do anything/ interact with others, you wouldnt know how they feel and how you could help
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6
Q

Outline Ekman (1972) Neurocultural theory

A
  • Emotional Expression is adaptive, and can be taught - relates to the culture we were brought up in
  • Emotions expression does not show underlying states, as next time the same thing happened, we may respond differently. If someone is showing happy emotion, doesnt mean they have a happy temperement
  • Cultural differences in how emotions are expressed/ accepted by others
  • Facial affect programme - internal map that links how a person feels to how they are expressing it. E.g. if they are happy, they will have raised eyebrows and a smile
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7
Q

What were the tasks Ekman came up with

A
  1. Facial Emotion Recognition tasks - Ekmans 60 faces Task
    - including the faces of the 6 basic emotions
  2. Emotional Hexagon Task - blending two faces of the same person, but showing different emotions in different parts of their face
    - e.g. happy eyes with a sad mouth
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8
Q

What was some evidence support for Ekmans theory?

A
  • Cross-cultural consistency of emotiona attribution to faces
  • Happiness is correctly labelled 90% of the time (Russell, 1994)
  • But disgust is only 30% of the time (Elfenbeim & Ambady, 2003)
  • Is disgust not a universal basic emotion then?!
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9
Q

Outline Fridlund (1994)’s Behavioural Ecology theory

A

Not a case of biology (Darwin) or Culture (Ekman)
- but COMMUNICATION with others = most important

  • Spending time with someone for ages, you understand how they individually display their cues to express emotions, e.g how their eyebrows look when they’re angry
  • Emotions experess intentions or social motives
  • The more receptive people are at emotions - the more likely the better reproductive mate - they pass this onto their children
  • How you communicate with people, on a one to one basis, or into the social environment
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10
Q

What did Ekman vs Fridlund argue about emotional expression when an audience was/ wasnt present

A

Ekman (1972) - argues, when not being watched, we are less self-concious, so will express emotions more an in a natural way
- Less inhibition of spontaneous emotional expression

Fridlund (1994) - argues the opposite, when no one watching us, we make less facial/ head movements as we dont need to show anyone how we are feeling

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11
Q

What did Kraut & Johnston (1979) find - bowling pins

A

Recorded smiles

  • smiling rarely occured facing the pins, regardless of the outcome
  • Less inclined to show emotions when they weren’t facing the audience
  • shows that emotions alone dont always make us display them - need the social element of it
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12
Q

Outline Fernandez-Dois & Ruiz-Beid (1995) - medal ceremonies

A

Looked at 1992 olympic medal ceremony

  • During competing they said they had high levels of positive emotions and happiness, and the same during the medal ceremony
  • But only showed positive emotions in the medal ceremnoy - want audience to know how we are feeling
  • Again suggests that happiness alone doesnt induce smiling - need the social elements
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13
Q

What are the two PHYSIOLOGICAL theories of emotion

A
  1. James-Lange Theory of emotion (1884)
  2. Cannon Bard Theory (1929)
  • Both look at how the body responses in several ways
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14
Q

Outline the James-Lange theory

A
  1. Fear stimulus
  2. Physiological arousal (e.g. heart rate, breathing, pupils)
    - prepares you for fight or flight
  3. Subjective experience
    - the emotion of fear develops/ starts
  • Your body tells you what emotion to feel from how it physiologically res
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15
Q

What is some evidence for the James-Lange Theory?

A

How your body can influence your emotions

- Stack, Martin & Stepper (1988) - pen

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16
Q

Outline Stack, Martin & Stepper (1988) - pen thing

A
  • Supports James Lange
  • Pencial was between teeth or between lips whilst watching a funny film
  • If between teeth = Forced smiling
  • Prevented from smiling, if pen is between lips, you cannot smile or it will fall out
  • Which ever condition they were in changed their subjective reporting of emotions
  • Called this the FACIAL FEEDBACK HYPOTHESIS
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17
Q

Outline Wagenmakers, Beek, Dijkhoff, Gronau (2016)

A
  • Replicated the study around the world
  • Found same effects, but MUCH SMALLER EFFECT SIZES
  • They argued this didnt have ecological validity - when do you ever walk around with a pen in your teeth?
18
Q

Outline the Canon-Bard’s 4 limitations of the James-Lange theory

A

They created this second physiological theory to adress the limitations of the james-lange theory:

  1. Can different emotions can be caused by the same physiological state? For different people?
    - e.g. fast heart rate can account for loads of different emotions
  2. Physiological changes - Dont always notice them
  3. Issues of timing - do we always cry before we feel sad?
    - are we sad because we cry or do we cry because we feel sad
    - Canon-bard dont put either one first
  4. Physiological arousal doesnt always cause emotion
    - e.g. exercise
19
Q

Outline Canon-bards theory

- Thalamus

A

Doesnt say one thing causes the other

  • Emotional expression cant always be inhibited/ controlled
  • Physiological changes are automatic & occur soon after birth
  • Said emotional experiences occur in the THALAMUS - responsible for sleep and alertness - so related to awarness of emotions
  • Argued you dont feel your physiological responses control emotion or vice versa
1. Stimulus
•••Thalamus•••
2. Subjective experience
& 
2. Body response

Experience and arousal are seperate, and not one after another

20
Q

Outline Evidence for Canon-Bard theory

A

X - Based on observations with animals
√ - Lesions to thalamus - excessive displays of emotion
- e.g. uncontrollable laughter/ crying
X - ignores cognitions/ interpretations/ perceptions of a situation and how this influences emotion displays

21
Q

Outline Dutton & Aron (1974)

- same area

A
  • Looked at how cognitions can affect displays of emotion
  • People can mislabel physiological responses
  • Males either had to cross a creaky bridge high up, or a brick bride low down
  • Female researcher at the end who interviewed their experiences
  • Creaky bridge had more sexual description of their experiences
  • Male participants misattributed fear arousal, for sexual arousal
  • Argued it was because it’s the same area of the brain responsible for fear and for sexual arousal
22
Q

Outline the study with women on roller coasters

A

Repeated the creaky bridge study with women, but women either went on a really scary roller coaster, or a roller coaster for 2 year olds
- Fearful women on scary roller coaster misattributed arousal

23
Q

Outline the 2 factory

A

Schacter and Singer
- Person relies on external cues to display emotion if brain doesnt understand the body response

  1. Stimulus
  2. Body response
  3. Awareness of arousal
  4. Cognitive appraisal of the situation to determine most appropriate emotion
  5. IF its a toy -> suprise
    If its a real bear-> fear -> run away

Look to the environment to help them understand which way they should direct their arousal

24
Q

Outline Schacter & Singer (1971) methods

A
  • Injected people with adrenaline or a placebo
  • Those with adrenaline were not told about the effects
  • Those with the placebo were told about the effects
  • Then completed a questionnaire with a confederate in the room who was either happy or angry
25
Q

Outline Schacter & Singer (1971) findings

A
  • Physiologically aroused subjects (not told about drugs effects) reported emotions that matched the confederates
  • Response cues from the situation
  • Those with the placebo and no information reported no pronounced emotion
26
Q

What are the 3 emotional processes?

A
  1. Ability to interpret emotional information
    - what is going on with the other person expressing that emotion
  2. Ability to express emotion
  3. Ability to experience emotion
    - that aligns with the mood of the environment
27
Q

If these 3 abilities arent possibel, what are the 2 potential consequences?

A
  1. Anger (emotional expression)

2. Alexithymia (emotional interpretation and experience)

28
Q

Define Anger

A

Emotional State associated with the desire to hurt someone or to drive that individual away (Kalat & Shiota, 2006)
- Sometimes leads to aggressive behaviour

29
Q

What are the 2 types of aggression

A
  1. Hostile Aggression
    - wants to dominate the situation, using anger to persuade others to do things
  2. Instrumental Aggression
    - Use aggression to achieve a goal, not always directed to a person, could be towards the situation as a whole
30
Q

What are the positive and negative functions of anger

A

Positive:

  • Healthy relationships involve anger/ arguing
  • Can elicit power status - indicates whos in charge, can be negative as people dont like you
  • Gets you more what you want
  • Protects you from harm

Negative:

  • Drive people away, dont want to be near you/ work with you
  • Dissatisfaction, loneliness, frustration - low life satisfaction
  • Assciated with Cardiovascular disease
31
Q

Outline Scherer (1997) methods

A
  • Questionnaire exploring:
  • 6 basic emotions
  • Characteristics of the situation (hot it occured)
  • Bodily sensations
  • Reactions and behaviours
32
Q

Outline Scherer (1997) findings

A
  • Anger related to perceived unpleasant, unfair situations, that were deliberately caused by someone else
  • can learn to manage anger/ reaction
  • Therapy, and the situation can influence how a person behaves in certain situations
33
Q

Outline Attribution biases of anger

A
  • Appraisal is important
  • Tendency to attribute hostile intentions may explain why some people become angry more often than others
  • Dodge & Coie (1987)
34
Q

Outline Dodge & Coie (1987) into attribution

A

Looked at how people intepret behaviour

  • and whether it is intentional or not
  • Shows that bias’ in how children interpret why others have done certain things is important
  • If someone is left out, it may be by mistake, but a childs cognitive biases may see it as purposeful and may respond in anger
  • Hostile attribution biases led to more aggressive behaviour in children (Teacher rated behaviours)
35
Q

Outline Spielberger (1991) State-Trait Anger Expression Inventory

A 
State = in general
Trait = In one situation

Explores anger as a persons state, or as a trait

  • Do they have an angry temperement
  • Or do certain situations make them more angry than others
36
Q

What are the 3 ways people can learn to control anger?

A
  1. Exposure therapy
    - Putting them in situations that would make them angry
    - they have to practice and get used to being calm in these situations, so they can do it in the future
  2. Cognitive Restructuring
    - look at the situation and replace angry thoughts with happy thoughts
    - try to look at situation differently to change their cognitions
  3. Social Skills training
    - Communication to reduce conflict
    - Help them be more calm in social situations
    - How to solve problems/ interact in a calmer/ better way
37
Q

Define Alexythymia

A

Lacking words for feelings
- Difficulties in emotional processing and regulation:
•Identifying/ describing emotions
•Externally oriented thinking - tries to use situational cues more to understand how someone is feeling, instead of facial expressions - tricky if cues are vague
• Limited imagination
• Understanding of emotions in others (IP functioning)

38
Q

What is Alexythymia associated with?

A
  • Increased reporting of somatic symptoms disorders
  • Linked to disorders - ASD, eating disorders, PTSD
  • And maladaptive coping mechanisms - like turning to alcohol to self-sooth
39
Q

How is Alexythymia measured?

A

Toronto Alexithymia Scale (TAS-20) (Bagy, Parker & Taylor, 1994)

3 subscales:

  1. Difficulty Describing Feelings
  2. Difficulty identifying feeling
  3. Externally oriented thinking - measures tendency to focus their attention externally
40
Q

How is Alexythymia Treated

A
  • Cant engage with therapist very well, they cant understand the emotions of the therapist
  • Don’t respond well to therapy - because discussion, recognition, modification of emotional responses often crucial in psychological therapy
  • If you cant identify whats wrong, you cant regulate/ manage the bad emotions

CBT may help - evidence to suggest it helps

Personality Revision 2 (10 decks)

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