Task 3 Flashcards
emotional regulation (ER) = - adaptive or maladaptive strategies
emotional intelligence(EI) =
= influence how emoitions are experienced and
expressed
–> modefying the trajectory of components of emotions (which emotion, intensity, time course, quality, expression)
- No adaptive or maladative strategies of ER; but adaptive nature determined through:
–> awareness of emotion
–> goals!
–> specific strategy to meet goal
= explains individual differences in ER –> consitency in regulation habits
Process model of emotion regulation (Gross)
siehe figure
intelligent emotional regulation
- How to regulate emotions intelligently?
= ability to use emotional regulation in flexible maner comnsintent with goals –> adaptive
- review context
- aim to maximize long term inter- and intra-individual survival
- consider cultural rules
- high EI = preditor for high ER
+ superior adaption in many domains: higher life satisfaction, better health, increased social support, enhanced work/academic performance
Is EI more a form of intelligence or a personality trait?
Tirpartite model of EI (3 levels)
- how are the leves tested?
- Knowledge: about emotions and emotional competencies
- Abilities: to apply this knowledge
- Traits: disposition to behave typically in a certain way in emotional situations
- -> levels are loosely connected: knowledge ≠ ability and ability ≠ trait (weak associations)
- (knowledge +) ability –> intelligence-like tests
- trait –> personality-like questionnaires
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Method
Meta analysis:
- -> correlation between EI and at least one ER strategy (from the Gross model)
- -> also effectsize?
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Result EI and situation selection - trait - ability
- people with high trait EI
o more accurate affective forecasts
o select situations more effectively
o do not avoid negative situations if long-term benefits (prefer confrontation over avoidance)
–> more effort dealing with stressors, less discouraged by obstacles - people with high ability EI
o also more accurate affective forecasts
o less avoidant coping strategies & strive to attain their goals (confrontation)
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Result
EI and situational modification
- trait & ability
- people with high trait & ability EI:
o more likely to modify negative situation & take action for change
o more willing to seek help (friends, family or professionals)
o more able to freely express emotions
o more constructive conflict resolution strategies
o (but not more likely to wait for the appropriate moment to act or to avoid acting prematurely (restraint))
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Result EI and attentional developement - trait - ability
- people with high trait EI:
o greater attention to positive & less ruminate about negative events
o more mindful attention/awareness (non-judgmental, present moment)
o more use of distraction to regulate emotion - inconsistent results concerning people with high ability EI
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Result EI and cognitive change - trait - ability
- people with high trait EI:
o more likely engaging in challenge appraisal
o higher self-efficacy (previously successful attempts to regulate –> believe in themself/ their ER ablilty)
o greater use of reappraisal strategies (change how one thinks)
o less denial strategies
o adaptive humor - people with high ability EI:
o Also higher self-efficacy AND less denial strategies, but more loose associated
o other associations not significant
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Result
EI and response modulation
–> “besoderheit”
- explaination
- exception
–> negative relationship between trait EI and response-modulation strategies (aggression, substance use etc. = mostly maladaptive)
Explaination:
- high EI people have achieved their regulatory goal (= desired emotional state) through previous strategies
- -> lower need not lack of capacity
Exception:
- sport as mood-regulation strategy (positive correlation)
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Conclusion
- People high in EI –> shape their emotions from the earliest possible point, have many strategies, leave room for emotions to emerge, show strategies flexibly
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Future direction
up vs. down regulation
- most studies focused on down-regulation of negative emotions (most common in emotion regulation efforts)
- but, we can down regulate & upregulate both, negative and positive emotions!!! (4 facets)
–> future research should examine all 4 facets of emotion regulation
Are high EI individuals also efficient in up-regulating or down-regulating positive emotions? (counterintuitive)
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Future direction Automatic vs. Effortful
Suggestion for future research question
- Automatic processes: implicit, unconscious, stimulus-driven (here: driven by emotion)
o assumed: high EI mostly automatic regulation
o consistently perform adaptive ER –> parctice effect –> progressively automatic
o people high in EI perform effective ER even under cognitive load
–> conscious ER requires attentional resources thus would be reduced in stressful situations - Effortful processes: explicit, conscious, controlled, goal-driven
> if all automatic -> little flexibility –>
high EI individuals’ ER processes cannot be fully automatic
Possibe research question:
DO subjects better emotion regulation when goal was primed (outside of awareness)?
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Future direction
Longterm mental and physical consequences
- Positive associations between EI and physical health –> different explanations:
o some ER strategies exert positive influence on physical health (sport)
o high EI regulate their emotions earlier –> less arousal
o high EI less likely to engage in substance use, not at risk for substance-use related disorders (cirrhosis of liver)
o increased ER efficiency has a positive effect on sleep –> crucial to health
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Future direction
regulation strategy vs. style
- Emotion regulation strategy not adaptive or maladaptive per se –> depends on the context, perspective & goals
- BUT, an emotion regulation style (= repeated use of a given emotion regulation pattern)
- -> different long-term consequences –> some are more adaptive than others
o high EI is positively/negatively associated with certain strategies
o high EI generally predicts successful adaptation in many domains of life
Perera - whats it about? Trait Emotional Intelligence (TEI)
- Aim
Aim:
- identify predictors of academic performance:
–> overview possible theoretical mechanisms linking TEI with achievement
(many of relations only theory -watch out!)
—> update of empirical research
Trait emotional intellignece (TEI) theory (Perera atricle)
Multi-dimentional representation
What does the theory say about achievement?
Multi-dimensional, hierarchical representation of TEI:
- Global TEI factor –> TEI = personality construct
- Sociability, self-control, emotionality, dispositional well-being
- Affective motivational traits and self-perception
- Theory postulates TEI not or just weakly related to achievement (it is a personality trait – not cognitive ability)
BUT –> since THERE IS a correlation between achievement and TEI
Relationship between TEI and achievement (Perera)
TEI affects 3 types of processes (influencing academic performance)
- Cognitive processes
- Motivational processes
- Interpersonal processes
(optional: look at figure)
Relationship between TEI and achievement (Perera)
- Cogntive process
- people with high TEI:
o greater attention to academic tasks
o less impaired by negative emotions (could interfere with performance) –> through emotion regulation
> also, emotional self-efficacy (important for achievement under stressful)
o more cognitive resources
o more positive emotions when callenged (enjoyment of learning, ambition to solve academic problem)
–> high TEI: more goal-drive (effort/engagement) and more focused (attention)
Relationship between TEI and achievement (Perera)
Motivational process - expecatancy value theories
= behavior reflects pursuit of desired goals (people remain engaged when having positive expectations)
o high TEI –> optimistic disposition + generalized favorable expectancies for the future
–> prediction: increased engagement –> promote achievement (low TEI –> opposite)
Relationship between TEI and achievement (Perera)
Motivational process - biological models of human regulation
(?=maybe) –> predictions no hard facts
= Behavior reflects approach/avoidance tendencies & regulation of these tendencies in response to environmental cues of reward/threat
- TEI dispositions for approach + engagement in effort?
…people high in TEI:
o positive emotionality > encourages academic engagement/approach goal?
o high self-motivation > help regulate effort/attention (persistence, focus)
o high self-control & low impulsivity –> delay momentary gratification in service of persuing long-term goals
Relationship between TEI and achievement (Perera)
Interpersonal progresses
- TEI regulates interpersonal relationships + coordinates social interactions (enhance navigation of collaborative educational settings towards maximizing achievement)
- evolutionary theory of TEI: (TEI = result of natural selection) –> social adaptation
- social-functional perspective of emotion: emotion-based communication (expresion/perception) crucial for social interactions
o emotional expresion –> enhances ability to meet social goals and resolve social problems through informative (about internal states), evocative (elicit complementary emotions in others) and incentive (reinforcing) functions
o emotion perception –> provides socially-relevant information about people’s emotional states/intentions - prepared adaptive response to social events (maximizes social outcome)
–> high TEI - good in collaborative setting: helps communicating and behaving in a socially appropriate way
Relationship between TEI and achievement (Perera)
Can TEI hinder achievement?
- high TEI - sociability dispositions (prosocial orientation, tendency toward social activity) –> may hamper achievement (E.g.: meeting with friends in stead of working)
- Also, may increase exposure to social pressures –> could interfere with academic activities
–> TEI probably positively linked to achievement BUT,might have sometimes negative influence
Relationship between TEI and achievement (Perera)
- Empirical relationship between TEI & achievement
Studies:
- consistent modest-to-moderate positively validity for TEI to predicted of achievement
–> age (-) and academic level (-) moderate the effect
> lower levels of education are more collaborative or vatiability
Relationship between TEI and achievement (Perera)
- Conclusion
–> TEI has a small, but important, positive effect on academic achievement
–> Link: indirect via enhanced engagement + effort/attention (mediator)
Hogeveen - Definition of EI
EI as a set of emotional abilities? (4)
o recognizing emotional states in self and others –> emotional awareness & recognition
o using emotions to guide thought & behavior
o understanding how emotions shape own and other’s behavior
o regulating one’s own and other’s emotions
Hogeveen study - Whats it about?
- -> look at brain regions underlying EI abilities while looking at lesion studies
- -> do these findigs support notion of overarching EI construct?
Brain region - Emotinal awareness (own feelings) (Hogeveen)
- Alexithymia =
- Longditudinal study - vietnam veterants
outcomes - brain regions
Alexithymia = impaired emotional awareness –> negative life outcomes for patient
Vietnam Study
- veterants with head injury - examining alexithymia (over 40+ years)
o Alexithymia was highest when anterior insula (AI) and ACC damaged –> SO, critical for emotional awareness
o AI integrates interoceptive signals (body state)
o ACC to initiate selection & planning of responses to emotional events
–> conjunct activity probalby role in generation of subjective feelings
- vmPFC also appearent role in emotion awareness (patients with lesion show reduced emotional intensity –> not fully understood yet)
–> AI (integration of bodily state) +ACC (planning and selection emotional reponse) (together =subjective feeling), also vmPFC
Brain region - Emotional recognition in others (Hogeveen)
- Role of AMY
- simulation hypothesis (quite self-explanatory)
- damage to AMY disrupts ability to recognize emotional facial expressions (but not execution of facial expressions or emotional awareness) –> AMY specific role in processing external emotional stimuli
- AMY biases cortical areas (OFC, vmPFC) -> to prioritize processing of emotional salient stimuli
- Lesion studies showed that the INSULA and ACC also role in emotion recognition
- compatible with “simulation hypothesis” = representing the emotional states of others engages the brain networks involved in representing emotional states in the self (possibly mediated by the activation of the human mirror neuron system)
Brain region - Empathy and prosocial behaviour (Hogeveen)
affective empathy –> vergleiche Task 7
“self to other model of empathy”
- Affective empathy = ability to share the emotion of another person –> a motivational source that drives individuals to perform prosocial behaviors (Task 7)
- Lesions of vlPFC, INSULA and temoroparietal junction (TPJ) –> reduced emotional empathy
- compatible with “self to other model of empathy”
o Emotion contagion = match others’ emotional state in the self –> vlPFC and INSULA
o Self-other control = ability to prioritize processing of self- & other-related representations according to context demands & individual goals –> TBJ
Brain region - ToM (Hogeveen)
- Theory of mind (TOM) = Ability to infer that thoughts + behaviors of others are influenced by underlying feelings. Interpret those feelings by relying upon their understanding of how emotions shape their own thoughts and behaviors. (= taking the other’s perspective)
- ability mediated by vmPFC
Brain region - Emotional memory (Hogeveen)
–> vergleiche Task 4
- people have superior memory for emotional events relative to neutral events –> mediated by AMY
- strong influence of emotions on memory critical to the ability using emotions to shape thinking + behavior
Brain region - Emotional regulation (Hogeveen)
- Emotion regulation = modulating ongoing emotional responses in accordance with individual or social goals
- emotion regulation depends on interactions between vlPFC, vmPFC and AMY
o lesion patients - dysfunctional emotion regulation strategies –> greater physiological stress responses
–> negative social + mental healt consequences
Hogeveen - Conclusion
- human lesion evidence suggests core “emotion network” including AMY, vmPFC (mOFC we know that from ACTION), AI, and ACC
- involvement of a core network across distinct emotional fuctions/domains is compatible with suggestion of general overarching EI (but further research needed!)
- despite criticism against EI theories, lesion studies show emotional abilities comprising EI are crucial for personal/social functioning
- -> impaired emotion regulation abilities => increased anxiety, depression + disrupted social interaction skills
How can lesion evidence inform us about EI? (Hogeveen)
- problems with assesment tools (Bar-On’s EQ-I & MSCEIT)
Problems with existing EI assessment tools:
o Bar-On’s EQ-I = self-report measure
> :) good internal & test-retest reliability
> :( self-serving bias, counter to usual “intelligence” assessments
o MSCEIT = performance-based measure
> :) strong internal & test-retest reliability
o both measures demonstrate poor convergent validity (not correlated)
o poor divergent validity (strongly related to measures of general intelligence or the big five personality traits)
- Despite these limitations, an argument for measuring EI as a complement to IQ and the big five is that it has good predictive validity for important social and personal outcomes
o like empathy, well-being, life satisfaction, success in negotiation, interpersonal relationship quality, academic & workplace success
Hogeveen - Remaining questions/ fututre research
Is EI distinct from, or integral to, general cognitive ability?
To what extent can EI be summarized by a single underlying factor?
- Neuroimaging suggests that emotion and cognition are integrated in brain, combined to shape goal-directed behavior
o EI might relate to ability to integrate emotions into cognitive operations - extent to which the 4 components can be integrated into a single underlying factor remains unclear –> 2 suggestions:
o EI as two-dimensional continuum across general population
o EI as multidimensional space composed of several contributing variables
Emotional intelligence (EI) 4 components
Lea: Ist das ne Wiederholung?
Ja aber macht nichts
- recognizing emotional states in self and others → emotional awareness & recognition
- using emotions to guide thought and behavior
- understanding how emotions shape one’s own behavior & behavior of others
- regulating one’s own emotions and the emotions of others
