Thought and Emotion Flashcards
Cognition vs perception
Cognition refers to a wide range of internal mental activities, such as analyzing information, generating ideas, and problem solving. Perception refers to the organization and identification of sensory inputs, while cognition refers to higher-level processes like language and logical reasoning.
cerebral cortex
Processes information
Divided into 4 lobes:
- Frontal lobe - non-sensory processing (i.e. decision making)
- Parietal lobe - sensory processing
- Occipital lobe - sensory processing
- Temporal lobe - sensory processing
Frontal lobe
associated with motor control, decision making, and long-term memory storage
parietal lobe
tactile processing
occipital lobe
visual processing
temporal lobe
auditory and olfactory processing, as well as emotion and language and memory formation
Piaget’s Theory of Cognitive Development
- Sensorimotor (birth to two years)
- Preoperational (2 to 7 years)
- Concrete Operational (7 to 11 years)
- Formal operational (11 years and older)
accomodation
When a child’s schema changes in response to new information
Sensorimotor stage
Birth to two years
- -Children learn to separate themselves from objects.
- -Learn they have the ability to act on and affect the outside world
- -Develop object permanence - the understanding that objects can continue to exist even when they are out of sight
Preoperational stage
- -2 to 7 years
- -Children learn to use language while they continue to think very literally
- -Maintain an egocentric worldview and have difficulty perspective taking
Concrete operational stage
- -7 to 11 years
- -Logical in concrete thinkings
- -Develop inductive reasoning, meaning they can reason from specific situations to general concepts
- -Understand the idea of conservation - the idea that quantity remains the same despite changes in its shape or container
Formal Operational Stage
- -11 years and older
- -Develop logic in abstract thinking
- -Develop deductive reasoning - they can apply general concepts to specific situations
- -Capable of Kohlberg’s post-conventional moral reasoning
Broca’s area
- -Brain area associated with LANGUAGE
- -Located in the frontal lobe
- -Involved in speech PRODUCTION. Damage to this area results in a person understanding language just fine but having difficulty producing it.
Broca’s area
- -Brain area associated with LANGUAGE
- -Located in the frontal lobe
- -Involved in speech PRODUCTION. Damage to this area results in a person understanding language just fine but having difficulty producing it.
- -“Broca’s raton is Full of Pals” - “Broca, Frontal lobe, Production”
Wernicke’s area
- -Brain area associated with LANGUAGE
- -Located in the temporal lobe
- -Involved in the UNDERSTANDING of language
- -“Wernicke Tempts Us” - “Wernicke Temporal Understanding”
Intelligence
the ability to understand and reason with complex ideas, adapt effectively to the environment, and learn from experience
The g factor
The general intelligence factor. Proposed by Charles Spearman and posits that every individual has a set level of intelligence that applies across pursuits.
Theory of multiple intelligences
Proposed by Howard Gardner. Argues that everyone has a variety of intelligences that are used in combination. The intelligences are: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal
Sternberg’s triarchic theory
Proposed 3 factors involved in intelligence:
- Analytical intelligence - solving problems
- Creative intelligence - ability to handle new situations using existing skills and experiences
- Practical intelligence - ability to respond to environmental changes
Emotional intelligence
- Perceiving emotions
- Using and reasoning with emotions
- Understanding emotions
- Managing emotions
Components of emotion
- Cognitive - appraisal of an event
- Physiological - activation of the nervous system for example
- Behavioral
Main biological systems involved in emotion
- Limbic system
2. Autonomic nervous system
Limbic system role in emotion
- Amygdala - fear and anger- can respond to a stimulus without conscious awareness of the stimulus.
- Prefrontal cortex - involved in conscious regulation of emotional states
Autonomic nervous system role in emotion
- Hypothalamus - regulates heart rate, sweating, arousal
Major theories of emotion
- James-Lange theory - all physiological
- Cannon-Bard
- Shachter-Singer
James-Lange theory of emotion
- -Emotion is physiologically based
- -Emotional experience depends on the recognition and interpretation of physical reaction
- -Physiological response –> interpretation of physical reaction –> emotion
- -remember with “JLP” James Lange physiology
Cannon-Bard theory of emotion
–“feelings” and physiological reactions to stimuli are experienced simultaneously
Schachter-Singer theory of emotion
- -the “two factor theory of emotion”
- -physiological arousal is the first component of the emotional response, just like the James-Lange theory.
- -Differs from James-Lange in that one must take into account SITUATIONAL CUES in order to interpret physiological reaction
- -recognizes HIGHER LEVEL THINKING
fundamental attribution error
when one attributes others’ actions to internal factors, rather than external circumstances
self serving bias
- -often occurs in tandem with fundamental attribution error
- -one attributes their own actions to external circumstances
causation bias
the tendency to assume a cause and effect relationship between correlated variables
Drives
–urges to perform behavior to resolve BIOLOGICAL NEEDS
drives vs instincts
–Drives attempt to reduce arousal, while instincts are automatic behavioral inclinations that are not necessarily associated with arousal.
Drive reduction theory
–People are motivated to take action to satisfy a physiological need like hunger, thirst, or sex
incentive theory
–people are motivated by external rewards
cognitive theories
- -people behave based on their expectations of what will yield the most favorable outcome
- -motivation can be categorized as extrinsic or intrinsic in this model
need-based theories
–people are motivated by a desire to fulfill unmet needs
–Maslow’s hierarchy of needs:
Lowest to highest: physiological, safety, belongingness, esteem, self-actualization
Attitudes
- -favorable or unfavorable organizations of beliefs and feelings about people, objects, or situations
1. Affective component - A person’s feelings or emotions about an object
2. Behavioral component - the influence attitudes have on behavior
3. Cognitive component - beliefs of knowledge about a specific object
peripheral route processing
–occurs when an individual does not think deeply to evaluate the argument presented
central route processing
–occurs when an individual does think deeply and even elaborates on the argument that is presented
theories of attitude and behavior change
- elaboration likelihood - incorporates peripheral route processing and central route processing
- social cognitive theory - approaches behavior change from a social learning perspective
