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Motivation & Emotion > Task 3 > Flashcards

Task 3 Flashcards

1
Q

What kind of different time-related strategies are there regarding ER (Process Model of ER)?

A
  1. Situation selection: confrontation, avoidance
  2. Situation modification: direct situation modification, help/support-seeking, conflict resolution
  3. Attentional deployment: distraction, rumination, mindfulness
  4. Cognitive change: self-efficacy appraisal, challenge & threat appraisals, positive reappraisal, acceptance
  5. Response modulation: emotion sharing, verbal/physical aggression, substance use, expressive suppression
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2
Q

What is emotional intelligence (EI)? –> main characteristics

  • -> High EI individuals?
  • -> 3 levels?
A
  • High EI individuals: take into account and maximize intra-individual & inter-individual long-term survival and welfare & rules of culture in which one lives
  • 3 levels: knowledge, abilities & trait
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3
Q

Ability EI perspective?

A

o Salovey & Meyer: EI as a set of interrelated cognitive-emotional abilities& proposed an initial three-branch hierarchical model of EI focusing on the appraisal and expression, regulation& utilization of emotions

–> ability EI perspective: EI as a constellation of cognitive-emotional abilities located in frameworks of human intelligence –> maximal performance measure

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4
Q

Trait EI perspective?

A

o TEI perspective: EI as a collection of affective-motivational dispositions & self-perceptions located in existing frameworks of human personality
–> Typical-performance measure
o TEI theory: multidimensional, hierarchical representation of TEI ==>
-global TEI factor is posited to reside at the apex of the TEI hierarchy
-sociability, self-control, emotionality & dispositional wellbeing traits at the first-order level
-finite affective-motivational traits and self-perceptions at the base of the hierarchy

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5
Q

What is high EI associated with?

A

improved mental health, better social problem solving, superior relationship quality, enhanced academic & job performance

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6
Q

EI- Bar-On’s mixed model

A

EI is defined as an array of ‘noncognitive abilities’, which influence an individual’s adaptive success by shaping his/her interpretation & response to environmental demands and pressures

  • -> trait EI (personality)
  • -> based on self-report
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7
Q

EI- Integrative model (Salovey & Mayer)

A

EI as the confluence of a set of emotional abilities that enable individuals to ‘carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought’

  • -> ability based model (ability EI)
  • -> favoured over Bar-On’s model since not based on self-reports but empirical evidence
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8
Q

Relation of EI and ER –> situation selection

A
  • high ability EI make more accurate affective forecasts, less avoidant coping strategies & strive more to attain their goals –> positive correlation (graph)
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9
Q

Relation of EI and ER –> situation modification

A
  • more constructive conflict resolution strategies
  • higher ability EI ==> greater use of problem-focused coping & more social support seeking –> positive correlation (graph)
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10
Q

Relation of EI and ER –> attentional deployment

A
  • high trait EI ==> more mindful attention awareness & ruminate less about negative/stressful events
  • high trait EI individuals focus more on positive things –> positive correlation (graph)
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11
Q

Relation of EI and ER –> cognitive change

A
  • High EI trait –> more challenge appraisal & low EI trait –> threat appraisal
  • high EI freshmen reported higher self-efficacy
  • all kinds of higher efficacies
  • high trait EI people: greater use of reappraisal strategies than low EI people
  • higher trait EI associated with greater use of humor
  • ability EI shows same pattern as trait EI ==> positive correlation (graph)
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12
Q

Relation of EI and ER –> response modulation

A

-negative relationship between EI & most response modulation strategies, or at least those strategies whose relationship with EI has been investigated (==> negative graph)
• only exception concerns “exercise as a mood-regulation strategy,” which shows a positive correlation with trait EI
==> high EI: vent less, less aggression, less alcohol consumption, less (ab)use of food as ER

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13
Q

ER & EI traditions –> ER tradition

A
  • focuses on the processes which permit individuals to influence which emotions they have, when they have them& how they experience and express these emotions
  • ER= refers to the processes by which individuals modify the trajectory of one or more component(s) of an emotional response
  • ER can influence: type, intensity, time course & quality of emotions
  • can be automatic or effortful, conscious or unconscious
  • can be intrinsic/ intrapersonal or extrinsic/ interpersonal
  • up- or down-regulation
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14
Q

ER & EI traditions –> EI tradition

A
  • focuses—among other things—on individual differences in ER
  • each individual can thus be characterized by a certain ER style, which contributes to make him/her predictable in the eyes of others & also carries certain consequences for long-term adaptation
  • people scoring high on EI tests are assumed to regulate their emotions better than people scoring low on EI tests
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15
Q

ER & EI traditions –> what both entail

A
  • both concerned w/ emotion management

- two relatively independent at first

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16
Q

When can ER become beneficial or harmful? Does that depend on EI?

A
  • all ER strategies: higher EI –> higher ER (more beneficial) EXCEPT ER response modulation
  • some ER strategies may be harmful
    e. g. response modulation: aggression, substance use, expressive suppression
17
Q

When can we say that people are emotionally intelligent?

A
  • take into account & maximize intra-individual & inter-individual long-term survival & welfare & rules of culture in which one lives
  • Integrative model (Salovey & Mayer): EI as the confluence of a set of emotional abilities that enable individuals to ‘carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought’
18
Q

Which four domains of EI ability are there (Hogeveen et al., 2016)?

A
  1. Recognizing Emotional States in the Self & Others (emotional awareness & emotion recognition)
  2. Using Emotions to Facilitate Thought & Behavior (Empathy & Prosocial Behavior, emotional memory)
  3. Understanding How Emotions Shape One’s Own Behavior & the Behavior of Others
  4. Emotion Regulation
19
Q

4 domains of EI ability (Hogeveen et al., 2016) –> Recognizing Emotional States in the Self & Others ==> emotional awareness

  • lesion?
  • brain areas involved?
A

Emotional awareness:

  • dysfunction: alexithymia
  • damage to anterior insula (AI) –> higher levels of alexithymia
  • AI integrates ascending signals about the state of one’s own body (i.e., interoceptive signals) –> sent to ACC: initiates the selection and planning of motor and nonmotor regulation of sensory processing) responses to emotional events
  • vmPFC –> lesioned: diminished experience of regret after bad decision & generally reduced emotional intensity
  • Iowa Gambling Task: vmPFC lesioned pp use inappropriate strategy
20
Q

4 domains of EI ability (Hogeveen et al., 2016) –> Recognizing Emotional States in the Self & Others ==> emotion recognition
-brain areas?

A

-amygdala lesions: disrupt the ability to recognize emotional facial expressions
• amygdala: plays specific role in processing emotionally salient exteroceptive stimuli (e.g., observed facial expressions of others) –> reciprocal interactions between vmPFC & amygdala are crucial for detecting and representing motivationally salient stimulus events
-lesion studies: somatosensory cortex, insula & ACC

21
Q

4 domains of EI ability (Hogeveen et al., 2016) –> Using Emotions to Facilitate Thought & Behavior ==> Empathy & prosocial behaviour
-brain areas?

A

• Affective empathy: ability to share the emotional state of another person & is a critical source of motivation driving individuals to perform prosocial behaviors intended to benefit the other
==> empathy facilitates prosocial behaviour
• vmPFC & insula lesions: diminished affective empathy

22
Q

4 domains of EI ability (Hogeveen et al., 2016) –> Using Emotions to Facilitate Thought & Behavior ==> emotional memory
–> brain areas

A
  • superior memory for emotional events relative to neutral ones, with emotional memories being significantly less likely to be forgotten over time
  • impaired if lesioned MTLs (amygdala, hippocampus & perirhinal cortex)
  • amygdala: role in coordinating the enhanced consolidation & recall of emotionally salient information relative to more affectively neutral ones
23
Q

4 domains of EI ability (Hogeveen et al., 2016) –> Understanding How Emotions Shape One’s Own Behavior and the Behavior of Others
–> brain areas

A
  • theory of mind (TOM)
  • Impaired when lesioned vmPFC (left)
  • bilateral amygdala lesions –> impaired on faux-pas recognition
24
Q

4 domains of EI ability (Hogeveen et al., 2016) –> Emotion regulation

A
  • dysfunctional: acquired brain injury, particularly patients with vmPFC lesions (medial orbitofrontal damage)
  • vlPFC & amygdala lesions have also been found to disrupt ER abilities
25
Q

Which brain areas have been named ‘core emotion network’?

A

amygdala, AI, ACC & vmPFC

26
Q

By what kind of processes might high trait EI individuals/students increase their academic achievement? –> cognitive processes

A
  • positive association between TEI & achievement may be attributed to both ER dispositions & emotional self-efficacy
  • low TEI: tend not to regulate the emotions–> experience of negative affect may interfere with academic tasks
  • TEI may also facilitate achievement by mobilizing the cognitive resources required for optimal learning & performance
  • TEI encompasses dispositional tendencies to experience positive emotions in general
27
Q

By what kind of processes might high trait EI individuals/students increase their academic achievement? –> motivational processes

A
  • high TEI–> optimistic disposition may promote achievement by increasing engagement in efforts to meet the academic demands of the physical environment
  • high TEI–> high levels of self-motivation ==> regulate the effort & attention necessary for optimal academic functioning, leading the individual to persist in efforts to achieve academic goals & focus on valued academic tasks
  • TEI –> dispositional self-control; low impulsivity –> better at delayed gratification (study for exam instead of watching TV)
  • TEI: influences the ways in which individuals cope with stressful events
28
Q

By what kind of processes might high trait EI individuals/students increase their academic achievement? –> interpersonal processes

A
  • TEI may regulate interpersonal relationships & coordinate social interactions in ways that enhance the individual’s navigation of collaborative educational settings towards maximizing achievement e.g. group projects, presentations
  • High TEI: better at emotion-based communication –> sustained flow of affective communication may provide socially-relevant information about partners’ emotional states & social intentions that sufficiently prepares the individual to respond adaptively to social events
29
Q

Empirical relations between TEI & achievement

A

-age & academic level moderated the summary effect, such that (a) the effect increased as a function of decreasing age & (b) the effect was stronger in primary samples than tertiary samples, respectively => results suggest that TEI may confer a small, yet important, advantage in academic learning & testing contexts

30
Q

So, how exactly does EI relate to academic achievement?

A

through mediators: cognitive, emotional & interpersonal processes

Motivation & Emotion (8 decks)

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