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Emotion
I.
II.
III.
IV.
What is Emotion
Theories of Emotion
The Physiology of Emotion
Emotional Expression
Emotion
• Defined: Positive & negative feeling states
consisting of patterns of:
– physiological arousal
– expressive behaviors
– conscious experience
Theories of Emotion
The General Situation
• This is how it seems but no theory of emotion
says it works like this.
James-Lange Theory
James-Lange Theory
• Modern name is this theory is the somatic
theory of emotion
• Evidence that supports this theory: the Facial
Feedback Hypothesis
• Defined: the muscles in the face are capable
of changing emotional experience
Some problems for James-Lange
• Some emotions seem to happen quickly,
before our bodies have had a chance to
change
• Physiologically, certain emotions look very
similar (fear, anger, excitement) and yet we
seem to experience them differently
• Some studies show that people with body
paralysis report similar emotional experiences
as people who have use of their limbs
Cannon-Bard Theory
Schachter & Singer’s Two Factor
Theory
Cognitive Label/Appraisal
“Oh @$%#! That is
one huge bear! I’m scared!”
Schachter & Wheeler (1962)
Lazarus’s Cognitive Appraisal Theory
Cognitive Label
“Oh @$%#! That is
one huge bear! I’m scared”
Spiesman et al. (1964)
III. The Physiology of Emotion
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•
•
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Important brain areas:
Prefrontal Cortex (PFC)
Hypothalamus
Amygdala
– The work of Joseph Le Doux
The Lie Detector Test
IV. Emotional Expression
• Are facial expressions learned or hard wired?
• Both making and recognizing facial
expressions appear to be hard wired
• Great agreement on facial expression
identification across culture
• Children blind from birth make the same facial
expressions as sighted children do
Does the Environment Still Matter with
Regard to Emotional Expression?
• Yes, it does
• Cultural display rules
• Defined: The social and cultural rules that
regulate the expression of emotions,
particularly facial expressions.
Development over the Lifespan
I.
II.
III.
IV.
V.
Prenatal Development
Newborns
Cognitive Development
Moral Development
Personality & Social Development
I. Prenatal Development
“And the winner is…”
Zygote: Conception – 2 Weeks
Embryo: 2 – 8 Weeks
Fetus: 9 Weeks to Birth
Teratogens
• Substances such as viruses and drugs that
alter prenatal development
• Examples
• Alcohol and Fetal Alcohol Syndrome (FAS)
• Influenza virus
Fetal Alcohol Syndrome
II. Newborns
• Reflexes:
– Sucking
– Rooting
– Grasping
Newborns
• Preferences
– Faces
– Mother’s Voice
Newborns
• Abilities
– Imitation/copying human faces
Newborns
• Abilities
– Imitation/copying human faces
– Recognize how something they’ve only looked at
feels
Newborns
• Abilities
– Imitation/copying human faces
– Recognize how something they’ve only looked at
feels
– Remember stories their mothers told, BEFORE
THEY WERE BORN!
III. Cognitive Development
Piaget’s Stage Model of Cognitive
Development
• Sensorimotor (birth – 2 years)
– Object permanence
• Preoperational (2 – 6 years)
– Egocentrism, conservation
• Concrete Operational (7 – 11 years)
– Hypothetical problem solving
• Formal Operational (12 – adult)
Strengths & Weakness of Piaget’s
Model
• Strength: stages show up, in the order he
prescribed, in most children around the world
• Weakness: may have underestimated the
capabilities of children
IV. Moral Development
Kohlberg’s Stage Model of Moral
Development
• Preconventional (4 – 10 years)
– Moral= avoids punishment or obtains concrete
rewards
• Conventional (10 – 13 years)
– Moral = gains approval, avoids disapproval, or
stated by laws and rules
• Postconventional (13 – adult )
– Moral = legal/societal principles or “universal”
principles like justice or the value of human life
Kohlberg According to Rafe Esquith
(High school teacher and author of “Teach Like Your Hair’s On Fire”)
Level I.
Level II.
Level III.
Level IV.
Level V.
Level VI.
“I don’t want to get in trouble.”
“I want a reward.”
“I want to please somebody.”
“I follow the rules.”
“I am considerate of other people.”
“I have a personal code of behavior
and I follow it.”
V. Personality & Social Development
Temperament
• An inborn predisposition to consistently
behave or react in a certain way.
Chess & Thomas’s
Temperament Styles
• Easy (40%): show mostly positive emotions,
regular sleeping and eating patterns
• Slow-to-warm-up (15%): low activity levels,
tend to withdraw from novelty, adapt slowly
to change
• Difficult (10%): irregular sleeping and eating
patterns, show mostly intense negative
emotions
Attachment
• The quality of the emotional bond between a
child and the child’s caregiver
• Assessed by Ainsworth’s “Strange Situation”
– Secure
– Anxious-avoidant
– Anxious-resistant
Parenting
Social Psychology
I. Social Thinking
II. Social Influence
III. Social Relations
I. Social Thinking
Attitudes
• Defined: A positive or negative evaluation of
particular stimuli (such as objects, people,
events, ideas, etc…).
• Attitudes affect actions, but often not as
strongly as you’d think
• Actions also affect attitudes (remember
cognitive dissonance?)
Attributions
• Defined: The mental process of inferring the
causes of people’s behavior, including one’s
own behavior.
• An explanation for a particular behavior
What Biases Can Occur When Explaining
the Behaviors of Others?
• Fundamental Attribution Error (FAE)
• Defined: The tendency to underestimate
situational factors and to overestimate personal
factors when explaining the behavior of others.
• Example: type casting (assume actors are really
like the roles they play)
• Limitations: seen more often in Western and
individualistic cultures
The Just World Phenomenon
• The tendency to believe that the world is a fair
and just place and therefore, other people get
what they deserve and deserve what they get.
What Biases Can Occur When We Explain
Our Own Behaviors?
• Self-serving bias: tendency to attribute one’s
successes to personal factors and one’s
failures to situational factors (seen more often
in individualistic cultures)
• Self-effacing bias: tendency to attribute one’s
successes to situational factors and one’s
failures to personal factors (seen more often
in collectivistic cultures)
II. Social Influence
Obedience
• Work of Stanley Milgram & “The Milgram
Experiment”
Conformity
• Milgram was a former student of Solomon
Asch, who studied conformity
The Milgram Experiment
• Participants told the study is looking at the
effect of punishment on learning
• One participant will be a “Teacher” and the
other with be a “Learner” and people draw
straws to see which will be which
Question
• What percentage of the participants will go all
the way to 450 volts?
• 65%!
• Everyone tested went at least to 300 volts
Factors that Increase Obedience
• Authority figure close by
• Authority figure perceived as legitimate
• Authority figure associated with prestigious
institution
• “Learner” distant and depersonalized
• No role models of defiance
III. Social Relations
Stereotypes and Prejudice
• Stereotype: A cluster of characteristics that
are associated with all members of a
particular group. (usually includes many
characteristics that are unrelated to the actual
group)
• Prejudice: Negative attitudes towards people
who belong to a particular group. (prejudice is
a particular kind of stereotype)
Factors that Foster Prejudice
• Out-Group Homogeneity Bias
– Outsiders seen as “all the same”
• In-Group Bias
– Insiders given more of a break
• Natural Tendency to Categorize
• Vivid Cases
– Confirmation bias and availability heuristic
• Just World Phenomenon
Reducing Prejudice
• The Robbers Cave Experiment
• Aronson’s Jigsaw Classroom
– Book Title: Nobody Left to Hate: Teaching
Compassion after Columbine