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Emotions • • • • • • 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 • ___________________________________ ___________________________________ • ___________________________________ ___________________________________ • ___________________________________ ___________________________________ 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) • _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Distinguishing Emotions & Moods • ___________________________________ – 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 • ________________________________________ – Powerful, but burn out quickly – Weak, but are persistently nagging • ________________________________________ – 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 • ___________________________________ – 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 • • • • Moods ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 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 • • • • ___________________________________ ___________________________________ ___________________________________ ___________________________________ 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 • ___________________________________ ___________________________________ 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 • ___________________________________ ___________________________________ Self-Serving (Hedonic) Bias • Taking responsibility for success and denying responsibility for failure • ___________________________________ ___________________________________ Self-Centered Bias • Accepting too much responsibility for a jointly-determined outcome • ___________________________________ ___________________________________ False Consensus Effect • Assuming that your beliefs/attitudes are typical of most people’s beliefs/attitudes • ___________________________________ ___________________________________ Implications for Teachers • • • • Attributions ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________