Task 3: Emotion regulation and intelligence Flashcards
Situation selection
Choosing or avoiding some activities, places or people
- Confrontation
- Avoidance
Situation modification
Modify situation to alter emotional impact:
- Direct situation modification (Taking practical action)
- Support seeking
- Conflict resolution
Attentional Deployment
Alter how we feel by selecting what we attend to
- Distraction
- Rumination
- Mindful attention awareness
Cognitive change
Change the way we think about situation or about our capacity to manage its demands
- Self-efficacy appraisal
- Threat appraisal
- Challenge appraisal
- Positive reappraisal
- Acceptance
Response modulation
Target subjective feelings, physiological and/or behavioral components of emotional response
- Emotion sharing
- Aggression
- Substance use
- Expressive suppression
Emotional intelligence (EI)
Individual differences in emotion regulation
–> People high in EI have the ability to use ER in a flexible manner, consistent with one’s goals (adaptive)
3 levels:
1. Knowledge: What you know
2. Abilities: What you can do
3. Trait: What you really do
Ability EI
- > Set of cognitive-emotional abilities
- Actual cognitive processing of emotional information
- Linked to intelligence
- Measured with maximal performance tests (How one performs when putting maximum effort)
Trait EI
- > Set of affective-motivational dispositions and self-perceptions
- Linked to personality
- Measured with typical performance measures (like personality trait measures)
EI & Situation selection
- -> Positive relationship (High EI –> More adaptive situation selection)
- More accurate forecasts
- select situations more effectively
- less avoidance
- prefer confrontation
EI & Situation modification
- -> Positive relationship (High EI –> More adaptive situation modification)
- More likely to modify negative situtaion
- More willing to seek help
- More able to express pos. and neg. emotions
- Constructive conflict resolution
EI & Attentional deployment
- -> Positive relationship (High EI –> More adaptive attentional deployment)
- Pay more attention to posiitve events
- ruminate less
- More mindful
- Use more distraction
EI & Cognitive change
- -> Positive relationship (High EI –> More adaptive cognitive change)
- More challenge appraisal
- Higher self-efficacy
- More reappraisal strategies
- less denial
- adaptive humor
EI & Response modulation
- -> Negative relationship (High EI –> Do not need to use this strategy, because they achieved regulatory goal with previous strategies)
- Exception: exercise
TEI theory & Academic achievement
TEI affects 3 processes, which in turn influence academic performance
- Cognitive processes
- Motivational processes
- Interpersonal processes
Cognitive processes
- Greater attention to academic tasks
- less impaired by neg. emotions - emotional self-efficacy
- greater mobilization of cog. resources
- More pos. emotions in face of challenges
Motivational processes
- optimistic dispositions –> increased engagement
- Activation of approach behavior
- More effort and attention
- High self-motivation
- High self-control
- Delay momentary gratification
coping - proximity to goal-related stimuli
Interpersonal processes
Regulation of interpersonal relationships in academic setting
- emotion expression for social communication
- emotion perception for coordinating social interactions
Empirical relations between TEI and Achievement
- -> Modest to moderate validity for TEI in prediction of achievment
- -> TEI has small, but important positive effect on academic achievement
- -> Link is indirect
4 components of EI
- 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
- Recognizing emotional states in self and others
- Emotion awareness: Conscious recognition of own feelings = Anterior Insula, ACC, vmPFC
- Emotion recognition: Recognizing others emotional feelings = Amygdala (Tagging function to vmPFC), Insula, ACC
Simulation hypothesis: The same brain regions activate when seeing emotion in someone else and having the emotion oneself
- Using emotions to facilitate thought and behavior
- Empathy and prosocial behavior = vlPFC, insula and temporoparietal junction
- Emotion contagion = vlPFC and Insula
- Self-other control = Temporoparietal junction - Emotional memory = Amygdala
- Understanding how emotions shape behavior
Theory of Mind (ToM): Ability to infer that the thoughts and behaviors of others are influences by underlying feelings = vmPFC
- Emotion regulation
Modulating ongoing emotional response in accordance with individual or social goals = vlPFC, vmPFC and Amygdala
Core emotion network
Amygdala, vmPFC, anterior insula, ACC
