unit 2, topic 5

Question 1

define emotion

Answer 1

physical or psychological changes that influence your behaviour in response to a feelings or situation

Question 2

define physiological changes

Answer 2

the alterations in your body and psychology when you experience an emotion.

Question 3

define arousal

Answer 3

an increase in physiological activity

Question 4

define subjective feelings

Answer 4

feelings that are associated with an emotion, they are subjective as they are personal and cannot be objectively measured.

Question 5

define associated behaviour

Answer 5

encompasses the behavioural changes that are a result of the subjective feelings and physiological changes.

Question 6

summarise Schachter and Singer (1962) study

Answer 6

184 male participants are divided into four groups. Group 1,2 and 3 are told they are injected with Suproxin but is actually epinephrine.

group 1 is told they might experience pounding heat, shaking hands, and warm of flushed feeling.

group 2 is not informed of any side effects.

group 3 is told they will experience numb feet, slight headache and itchiness sensation.

group 4 is the control group and told they wont experience any side effects and were administered a placebo.

confederate was sent in and acted euphoric and angry with each group, group 1,2, and 3 acted the same as the confederate when euphoric. And groups 1,2 and 4 acted angry when they saw the angry confederate.

Those who were in a room with the euphoric confederate were more likely to interpret the side effects of the drug as happiness, while those exposed to the angry confederate were more likely to interpret their feelings as anger.

Schacter and Singer had hypothesized that if people experienced an emotion for which they had no explanation, they would then label these feelings using their feelings at the moment. The results of the experiment suggested that participants who had no explanation for their feelings were more likely to be susceptible to the emotional influences of the confederate.

The study suggested that an emotion is caused by assigning a cognitive label to the physiological reaction to a situation.

Question 7

what are the criticisms of the Two factor theory

Answer 7

the study has been repeated the confederate has been found to not have as large an impact as the original.

only focuses on the autonomic nervous system and does not consider the emotional processes in the CNS.

Question 8

define appraisal

Answer 8

the cognitive processes that occur before an emotion is displayed.

Question 9

what is Lazarus’s appraisal theory of emotion

Answer 9

the theory that suggests we experience emotions based on our assessments of a situation or event.

Question 10

define cognitive appraisal

Answer 10

determines how well a person deals with the situation and is influenced by beliefs, goals, personal circumstances, life experiences and personality.

Question 11

define primary appraisal

Answer 11

the process by which someone initially evaluates whether or not a situation is threatening or irrelevant.

person experiences a person experience an emotional response to the given situation.

Question 12

define secondary appraisal

Answer 12

the process of consciously appraising a situation by considering options available and how best to respond.

person predicts the possible emotional impact of each potential response.

Question 13

what are the four categories that a situation is classified as during primary appraisal?

Answer 13

harm or loss - an assessment that some type of damage has occurred (eg - failing a test).

a threat - an assessment that there may be future harm or loss (eg - might fail the next test).

a challenge - an assessment that there is some opportunity for personal growth/positive outcome (eg - I didnt do well on the practise test, but with hard work ill do better)

neutral/ irrelevant/ benign - an assessment that does not go beyond primary appraisal because it is of little or no personal importance (eg - someone else did badly on a test)

Question 14

define coping potential

Answer 14

coping potential is a persons ability to use either problem-focused coping or emotion-focused coping.

Question 15

define problem focused coping

and what are some strategies

Answer 15

addressing a negative situation by using practical ways to deal with it, such as seeking information, and evaluating the pros and cons.

strategies: take control, seek info, evaluate the pros and cons

Question 16

define emotion focused coping

Answer 16

emotion focused coping involves trying to reduce the negative emotional responses associated with stresses such as embarrassment, fear, anxiety or depression or excitement by using strategies such as meditation, relaxation, talking to a friend, ignoring the issue or distraction.

Question 17

define emotional regulation

Answer 17

refers to the ability to control and productively use ones emotions.

Question 18

what is Ledoux’s theory of biological emotion

Answer 18

he proposed that emotion has two separate but simultaneous pathways (can be unconscious or conscious).

there is a short route: Primary appraisal
the amygdala reacts immediately to environmental stimuli/sensory input and activities response systems (eg: the physiological stress response - fight or flight).

long route: Secondary Appraisal
The sensory input goes via the sensory cortex to the hippocampus. this route is slower and allows time to evaluate the stimulus and consider an appropriate response.

Question 19

describe the role of the hypothalamus in the limbic system

Answer 19

located in the forebrain, the hypothalamus is part of the HPA axis, which is involved in the flight-flight-freeze response, preparing us to respond to threatening stimuli.

the hypothalamus is also implicated in: basic survival actions, including reproduction, eating, fighting or running.

Question 20

describe the thalamus in the limbic system

Answer 20

receives sensory info and relays this to the sensory cortex, and the amygdala.

Question 21

describe the amygdala in the limbic system

Answer 21

small, almond shaped structures in the medical temporal lobe.

certain emotions are activated in the amygdala, such as fear.

also involved in conditioning - a type of learning, which can influence how we respond to events or external stimuli.

also involved in social processing and recognising emotions.

Question 22

describe the role of the hippocampus in the limbic system.

Answer 22

it is directly related to the amygdala, and is fed emotional information from the amygdala.

when presented with emotionally charged stimuli, the hippocampus is activated and because of its role with memory, will recall anything that may be relevant to the situation.

the hippocampus is also involved in the regulation of expression and emotion.

Question 23

define happiness as a positive affect

Answer 23

positive affect is a mood or emotional state which is brought about by generally positive thoughts and feels. positive affects contrasts with low moods and negativity.

Question 24

define happiness as a subjective experience

Answer 24

refers to what may cause one person satisfaction may not necessarily cause another.

however note that from a psychological viewpoint, we must be able to quantify this state of mind in order to understand it.

Question 25

define happiness as a person’s refers to a persons enjoyment or satisfaction

Answer 25

refers to a person’s enjoyment or satisfaction which may last a few moments or extend over the period of a lifetime.

Question 26

define subjective wellbeing and what people focus on to achieve it according to Diener’s (1984) research

Answer 26

person’s cognitive and affective evaluations of his or her life

life satisfaction - a subjective evaluation of one’s fulfilment in specific areas of life (eg relationship)

affective balance - all the moods, emotions and feelings that a person experience

Question 27

what are the four central tenets for a happy life

Answer 27

psychological wealth is more than money. It is also your attitudes, goals, and engaging activities at work.

happiness not only feels good, but is beneficial to relationships, work and health.

it is helpful to set realistic expectations about happiness. No one is intensely happy all of the time.

thinking an important aspects to happiness. his theory of attention, interpretation, and memory (AIM) helps people to increase the psychological wealth.

Question 28

what are the benefits of SWB

Answer 28

health and longevity 
quality of relationships 
citizenships
resilience 
creativity 
work performance

Question 29

what did Ryff (1995) contribute to psychological wellbeing

Answer 29

Ryff (1995) sought to create a multidimensional model of wellbeing which encapsulated wellbeing.

this model focuses on the 6 key domains:
autonomy - freewill to make own decisions
environmental mastery - able to influence own life.
personal growth - person feels able to continue to grow and experience new things
positive relations with others - able to develop and maintain close relationships with others.
purpose in life - goals that give life meaning
self acceptance - ability to view self in positive way

Question 30

what were the results of Oschner and Gross (2008) study

Answer 30

the prefrontal cortex (PFC) region of the brain was implicated in cognitive and reappraisal.

the amygdala is involved in the emotional regulation - the amygdalas involvement changes depending on what the reappraisal is trying to achieve.

if they were trying to increase the emotion, the amygdala was more active and visa versa.

subcortical regions of the brain involved in working memory and selective memory and language and response inhibition were activated.

they found that suppression was associated with an increase in amygdala activity whereas reappraisal was associated with a decrease in amygdala activity.

Question 31

what did Oshner and Gross (2008) conclude?

Answer 31

concluded that different brain areas were activated depending on what type of emotion was caused.

the study illustrates how functional imaging is extent how functional imaging is extending behavioural analysis and has contributed to the development o a multi-level model of emotional regulation.

they suggested further work is needed to address specific hypothesis related to understanding of emotion-cognition processes.

Question 32

what were the strengths and weaknesses of Oschner and Gross’s study

Answer 32

not all of the studies reviewed tested specific hypothesis about the functional roles played by discrete brain areas, and so it is unclear whether these brain regions were activated for reasons other than reappraisal.

the theory behind this research is still relatively new, therefore cannot be extrapolated to assist in further understanding & treatment of emotional control (such as anxiety and depression)

strengths:
the study reviewed previous research that used neuroimaging techniques in highly controlled environments, which increases the validity and reliability of the findings and decreases the chance of types of error such as researcher bias and participant expectations.

Question 33

what was the aim of the Oschner and Gross (2008) study

Answer 33

to illustrate how FMRI imaging can be used to determine the brain regions involved in emotion.

Question 34

list factors that influence happiness

Answer 34

age
physical health 
culture
religion
income and employment

Question 35

describe the broaden and build theory by Fredrikson (2004)

Answer 35

the broaden and build theory focuses on the effect of positive emotions on wellbeing. these positive emotions help people to broaden their knowledge, understanding and life experiences. Because of this broadening, individuals are able to build skills and relationships across the lifespan which in turn increased the likelihood of optimal wellbeing.

this theory suggests that positive emotions

1. broaden peoples attention and thinking
2. undo lingering negative emotional arousal
3. fuel psychological resilience
4. build consequential personal resources
5. trigger upward spirals towards greater well-being in the future
6. seed human flourishing

Question 36

what are the first and second key propositions of the broaden and build theory

Answer 36

the first key proposition is that these positive emotions broaden individual’s momentary thought-action repertoire.

the second key proposition concerns the consequences of these mindsets:
- positive emotions promote discovery of novel and creative actions, ideas and social bonds.

• in turn this builds that individuals personal resources (including physical, intellectual, social and psychological resources). - these resources function as reserves that can later improve the odds of successful coping.

Question 37

explain how negative emotions benefit an individual from an evolutionary standpoint

Answer 37

negative emotions have biological and survival advantages by narrowing one’s focus encouraging a quicker action that will result inn immediate benefit. For example, fear activates the autonomic nervous system which initiates the body’s flight, fight or freeze response

Question 38

describe the role of joy in the broaden and build theory (2004) by fedrikson

Answer 38

joy makes people want to play, which encourages individuals to push their limits and creativity.

Question 39

describe the role of interest in the broaden and build theory (2004) by fedrikson

Answer 39

encourages the urge to explore

Question 40

describe the role of contentment in the broaden and build theory (2004) by fedrikson

Answer 40

encourages the urge to integrate circumstances into new views of the self and world.

Question 41

describe the role of love in the broaden and build theory (2004) by fedrikson

Answer 41

triggers the reoccurring cycle of each of contentment, interest and joy within a safe, close relationships.

Question 42

define mindfulness

Answer 42

mindfulness is defined as the intentional, accepting and non judgement focus of ones attention on the thoughts, emotions and sensations occurring in the present moment.

focuses on how we attend to external or internal stimulus rather than what we are attending to.

Question 43

what are the types of mindfulness

Answer 43

guided imagery/ visualisation
body scanning
breathing exercises 
5 sense experience
movement meditation 
reflective practises

Question 44

what are the benefits of mindfulness

Answer 44

develop compassion and connectedness 
improves relaxation and management of emotions
improves sleep quality 
improves concentration 
increases productivity 
reduce anxiety and stress

Question 45

define flow state

Answer 45

flow is a positive psychological state where a person is deeply focused and involved in what they are doing, to the point that basic needs are ignored and they be unaware of anything else

described the immersion people find themselves in when focusing on a task

Question 46

identify the six characteristics of flow state

Answer 46

1. intense and focused concentration on the present moment.
2. merging of action and awareness
3. loss of reflective self consciousness
4. sense of personal control over the situation/activity
5. altered experience of time
6. experiencing the activity as rewarding

Question 47

explain the neuroscience of flow state

Answer 47

neurons involved in attention and in experiencing rewards synchronise their rates of firing binding them together.

slow waves of neural activity (theta wavea) and a cocktail of neurotransmitters and hormones

temporary reduction of activity in the frontal lobe during flow - unclear how this happens

Question 48

validity and reliability of flow research

Answer 48

early research is based on self reports, and don’t include neurological measurements

it is challenging to create a task that puts all participants reliably into flow

Question 49

what are the benefits of flow state

Answer 49

those who frequently experience flow are likely to have greater life satisfaction

fosters growth, increase positive affect and wellbeing

develop a persons skills and strengths

increase in intrinsic

motivation, self directed learning and increased performance

continue to seek greater challenge

Question 50

define motivation

Answer 50

motivation is the considerations which compel an individual to undertake a task, including the direction, intensity, and persistence of a specific task related behaviour.

Question 51

what is quantity and quality of motivation

Answer 51

quantity is how “into” the experience someone is at the present time (devoted to the activity, sacrifices made to engage with the activity)

quality of motivation is the reasons why someone may be motivated in the short term (degree of employment, psychological and physical benefits).

Question 52

list the theories of motivation

Answer 52

achievement goal theory
self determination theory – cognitive evaluation theory
self efficacy theory

Question 53

explain the achievement goal theory

Answer 53

achievement goal theory suggests people will be more motivated when they have set clear goals that they believe are capable of achieving.

task orientation - focus on mastering a skill (improve) ego orientation - focus on becoming the best at that skill (prove)

Question 54

define task orientation

Answer 54

individuals who are task orientated are desired to gain skill or knowledge, display effort, performs to ones best and to experience personal development.

focus on how to accomplish the task
effort is cause of the success and/or ability is changeable
use adaptive learning strategies
report higher employment and satisfaction
higher intrinsic interest

Question 55

define ego orientation

Answer 55

people who are ego orientated are preoccupied with the adequacy of their ability to demonstrating superior competency compared to others.

usually pick easy tasks
tank or intentionally give up when failure looms
engage in inappropriate achievement strategies
increased anxiety of failure
perceive the ability as a key determinant to success and reflects an unchangeable gift
lower intrinsic motivation

Question 56

explain the cognitive evaluation theory

Answer 56

is a sub theory of self determination theory

explains the effects of external consequences on internal motivation

information aspect - they way you receive info about your ability can also change the way you are motivated
controlling aspect - how someone decides why they are completing an activity and who they are completing it for.
amotivating aspect - where an individual asses their lack of competence and may consequently lose their motivation

Question 57

define extrinsic motivation

Answer 57

perform an activity because they value the associated outcome more than actual activity itself

purpose is to gain benefits or avoid negative consequences

Question 58

define intrinsic motivation

Answer 58

perform an activity because they value the activity itself more than the associated outcomes.

promotes behaviour through internal factors such as excitement or pleasure in completing the task.

Question 59

explain self efficacy theory

Answer 59

asserts motivation can be influenced by low and high self efficacy and outcome expectancy.

low and high self efficacy - people are more likely to participate in an activity where they are more likely to achieve success.

outcome expectancy - an individuals beliefs about how effective their actions will be at reaching the final outcome.
- if u have positive beliefs you are more likely to be committed to achieving you goal, as a result, achieve your goal and visa versa.

Question 60

explain the goal setting theory of motivation

Answer 60

a theory that states that people are motivated to achieve tasks when they have set goals that are clear, challenging, have a good level of complexity, they can commit fully and they receive feedback

Question 61

what are the principles of goal setting

Answer 61

goals need to be:
clear
challenging 
be committed to
be informed by feedback
have a appropriate level of complexity