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Emotions
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Cognition drives affect (Lazarus, 1984, 1991)
Affect drives cognition (Zajonc, 1980, 1984)
Distinction between emotions and feelings
Types: ______________ vs. ______________
Appraisal: _____________ vs. ____________
Behavior: _____________ vs. _____________
Emotional States (cont.)
• Signal the ____________of happenings and
thoughts to the self and to one’s concerns
• They are _______________ motivators; i.e.,
(motivate humans to modify their
relationship to the present environment)
• Serve to distinguish ___________________
from _____________ environmental stimuli
and assign rankings to such stimuli
Emotional States (cont.)
• Emotion-governed thoughts & responses
can be _____________________________
at times
• “Emotion has the unique capacity to set
aside, in a moment, a lifetime of
individualized learning, refinement, culture,
and style, revealing the common
denominator of human response”
(Levenson, in Ekman & Davidson, 1994, p.
124)
Emotional States (cont.)
• Allow for the firing off of instantaneous,
tried-and-true responses without the need
for ___________________________
• Allow for
_____________________________ by
acting as a latency period between stimulus
and response
Implications for Teachers
Emotions
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Moods
• Bower (1981, 1983)
• Mood predisposes people to certain types of
information
• It biases people’s _________________ toward
positive- or negative-affect laden information
• It biases people’s use of _________________,
appraisal, and social perceptions
• It increases perceived ____________________ of
incoming information
Combined Effects (cont.)
• Boekaerts (1993)
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Distinguishing Emotions & Moods
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– Seconds or minutes
– Hours, days, or weeks
• ___________________________________
– Have a clear moment of onset and dissipate
rapidly (acute or phasic)
– Change slowly and linger in background
(chronic or tonic)
Distinguishing Emotions & Moods
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– Powerful, but burn out quickly
– Weak, but are persistently nagging
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– Specific events localized in time, or the perception
thereof; particular
– Arise as a consequence of a concatenation of minor
incidents, persistent environmental conditions, and/or
internal metabolic or cognitive processes; general
Distinguishing Emotions & Moods
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– States of the environment; occurrence signals
something is going well/badly in the external
situation
– States of the self; signal that our personal
resources are (in)sufficient for current demands
• ___________________________________
– direct actions
– direct thoughts
Distinguishing Emotions & Moods
• ___________________________________
– Possess unique facial expressions
– Do not possess unique facial expressions
• ___________________________________
– Can be experienced again and again during a
relatively short period of time
– Last long and change gradually; are not
experienced rapid-fire
Implications for Teachers
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Moods
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Attribution Theory
• Bernard Weiner (UCLA)
• Attribution: the search for (and resulting
explanation of) a __________________ of a
noticed event
• Evidence is that individuals do make
spontaneous attributional searches
Conditions That Foster
Attributional Search
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You perform a task and fail.
What do you _________________?
How do you __________?
Locus
Internal
Stable
Stability
Unstable
External
Fundamental Attribution Error
• Attributing the actions of others to traits or
dispositions, ignoring situational factors
• ___________________________________
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Actor-Observer Perspective
• People as actors attribute their own
behavior to situational factors, while as
observers they attribute other people’s
behavior to traits or dispositions
• ___________________________________
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Self-Serving (Hedonic) Bias
• Taking responsibility for success and
denying responsibility for failure
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Self-Centered Bias
• Accepting too much responsibility for a
jointly-determined outcome
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False Consensus Effect
• Assuming that your beliefs/attitudes are
typical of most people’s beliefs/attitudes
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Implications for Teachers
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Attributions
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