W7L1 - AB2 Emotions

Question 1

What is emotions? 6 elements

Answer 1

1. Physiological Experience
2. Neural responses - Endorphins, adrenalin, etc
3. Cognitive thoughts (that go with those physiological experiences)
4. Emotional expressions (Facial, posture, tension, etc)
5. Desires/Motivations emotions evoke – there are generally three actions: do you want the event to persist (“Approach”), or to change, or to stop (“Escape”)?
6. Subjective Feelings (SUBJECTIVE)

Question 2

4 Models of Emotions

Answer 2

1. ) Discrete
2. ) Functionalist
3. ) Cognitive
4. ) Dynamic

Question 3

Discrete Model of Emotion. Overview

Answer 3

Emotions are innate & discrete from one another early in life.

Each emotion = Specific & distinctive set of bodily and facial reactions

Question 4

Functionalist Model of Emotion. Overview

Answer 4

Basic function of emotions is to promote action toward
achieving a goal

(Hence, not discrete and linked to social environment)

Question 5

Cognitive Model of Emotion. Overview and What does it mean

Answer 5

1, Primary Appraisal (What is happening)

2. Secondary Appraisal (What can I do about it)
3. Action (Communication: Expression Feelings)
   4a. Antecedent
   4b. Target/Consequences

Emotion -> Narrative/Process (/=/ singular experience)

• Sequenced order of internal events
• Informs how we respond to stimuli & communicate with others

Question 6

Dynamic Model of Emotion. Overview

Answer 6

Emotion -> Changes with experience

• Increasing complexity as understanding of cognitive, physical, personal, and social worlds become increasingly complex.

Question 7

What is temperament

Answer 7

A person’s patterns of emotion, activity level, and attention that are generally consistent across contexts and over time.

Question 8

How many temperament has been identified in infants but what is the caveat

Answer 8

Unclassifiable: 35% (Almost 1/3!)
Difficult: 10%
Slow to Warm Up: 15%
Easy: 40%

Question 9

What are the dimensions of temperament

Answer 9

1. Emotions (Anger/Distress ; Fear/Inhibition; Happiness)
2. Activity Level
3. Attention
4. Neurophysiology

Question 10

What is the stress-diethesis model of development. One Example.

Answer 10

Vulnerability -> Risk Factors -> Poor Outcomes

E.g.

Temperament (Fear/inhibiton) -> Family Relationships -> Developmental Outcomes (Anxiety, withdrawal)

Question 11

What is emotional regulation

Answer 11

Conscious/unconscious processes used to monitor and modulate emotional experiences and expressions.

Question 12

Infancy (0-2): Emotional Regulation

Answer 12

• Reliance on caregivers for regulation

- Minimal regulation at 6 months (self sooth, avert gaze)

Question 13

Early/Middle Childhood (3-9): Emotional Regulation

Answer 13

• Avert attention (e.g., self-play, negotiate)

- Cognitive strategies (e.g., display rules)

Question 14

Late Childhood (9-11): Emotional Regulation

Answer 14

• Cognitive strategies (e.g., shift values & goals to protect self-esteem)
• Manipulate behaviour for goals

Question 15

Adolescence (>12): Emotional Regulation

Answer 15

• ER is disrupted by changes during puberty (e.g., arousal, motivation, risk-taking)

Question 16

What are the 4 systems working together in emotions

Answer 16

Neurological (Risk/Reward) <> Cognitive (Identity/Self-Concept) <> Social (Peer-Focused/Independence) <> Emotional Regulation

Question 17

What are the legal consequences of poor emotional regulation in adolescence

Answer 17

Mostly offenders who commit crime in adolescence led to more total crime in adulthood

Question 18

Steinberg, L., & Scott, E. S. (2003). Less guilty by reason of adolescence. Justification

Answer 18

Adolescents’ culpability is mitigated:

1) Mis-calibrated risk vs. rewards [NEUROLOGICAL]
2) Heightened Arousal = more vulnerable to coercion, provocation
3) Identity (“character”) still being developed [COGNITIVE]

Question 19

Do more severe punishments/certainty of arrest result in less crime? Why?

Answer 19

Severe /=/ Fewer arrests

Certainty = Fewer Arrest = Clearer decisions around risk vs reward