151 Emotion 2011
Transcript of 151 Emotion 2011
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EMOTIONS
Emotions belong to the AFFECTIVECOMPONENT of psychological processes.
Characteristics :1) A state of excitation or arousala stirred-up
state.
2) Involves a set of physiological changes,
along with facial/ other bodily expressions.
Physiological reactionsin the peripheral nervous
system (PNS), and involvement of specific regions
of the brain (CNS).
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10) Motivational states arise from a need
emotions do not involve a need.11) Emotions may be described in terms
of-
o Pleasantness-Unpleasantness;o AttentionRejection;
o TensionRelease (Schlosberg dimensions)
(Other classifications of dimensions havealso been proposed).
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Physiological changes during Emotions
Change in GSR (change in skin
conductance);
Change in blood pressure, blood
composition;
Change in heart rate;
Change in respiration rate;
Pupil dilation;
Pilomotor reflex, or goose pimples;
Slowing down of motility of gastro-
intestinal tract, decreased salivation ;
Increased muscle tension
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Autonomic Nervous System
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Ques: Exactly how is an emotion
experienced ?
Ans. Given in various THEORIES of
emotion.
Two sets of theories will be discussed
Physiological theories Cognitive theory
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Physiological theories of Emotion
These theories point out wherephysiological activity gets focusedduring an emotionthey deal with the
seat of emotion.Four commonly described views :
Activation (arousal) theory
Papez-MaClean theory James-Lange theory
Canon-Bard theory
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1. Activation (arousal) theoryLindsley.
Main component of an emotion : arousal
or activation in a specific region of thebrain-stem, namely, Reticular Activating
System (RAS).
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http://www.learningdiscoveries.com.au/RASarousal.gif -
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2. The Papez-MacLean theory:
(Limbic Theory)(a) The LIMBIC SYSTEM (made up of
specific parts of the brain) plays a major
role in an emotional experience, especiallythe AMYGDALA and the HIPPOCAMPUS.
(b) The HYPOTHALAMUS plays an important
role in the physical/ behaviouralexpression of an emotion.
Mainly deals with high-intensity emotions,
e.g. anger and fear.
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The Limbic System
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Modified version of Limbic Theory
LeDOUX (1995)Two neural circuits -(i) thalamus and amygdala, involved in fastemotional response, and
(ii) thalamus and cortex, involved in slowemotional response : also linked to higher
mental processes.
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3. The James-Lange theory
Contrary to common-sense, the actual
sequence of events during an emotion is as
follows
We first respond physically/ physiologically
to the stimulus, and then experience theemotion psychologically.
Focuses on emotions that have a distinctbodily expression.
The role of PNS (ANS) is highlighted.
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Evidence for the theory :
We often react physically first, and then
experience the emotion. People with spinal injuries show a
difference in their emotional experience.
Stage actors/actresses often report thatwhen they physically enact different
emotions, they start experiencing thoseemotions.
However, there is also counter-evidence.
Th C B d th
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4. The Cannon-Bard theory :
Bodily reactions and emotionalexperience occur simultaneously - no
identifiable sequence.Both start at sub-cortical centersthalamus
and hypothalamus.
The thalamic-hypothalamic areasimultaneously sends out TWO sets ofneural messages
(1) one set to the viscera and skeletalmuscles, and
(2) the other, to the cortexreflects samepattern as at the source, but leads to
psychological experience.
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Cognitive Theory of Emotions
Schachter and Singers Cognitive theory :
This theory proposes that emotionalexperience consists of an INTEGRATION
of physiological, situational, and cognitive
components.A stimulus produces a state of arousal inthe person, accompanied by physiological
changes.This arousal is COGNITIVELY APPRAISED
in the light of SITUATIONAL INFORMATION.
.continued
Th i di id l th l b l th ti l
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The individual then labels the emotionalstate.
Stimulus factors provide inputs through
the sensory system.Physiological factors provide inputs from
internal organs and the skeletal system.
Cognitive factors play a significant role inlabelling the combined experience arising
out of physiological and situationalcomponents.
Evidence for the theory was based oncarefully designed and conductedexperiments.
S h ht i t (O l )
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Schachters experiments (ONE example):
The experiment was described as astudy of the effects of vitamin [Suproxin]
on vision (cover story).
Randomly selected sample, randomly
assigned to EIGHT groups (Grp 1,2, 3 and4,5,6,7 and 8).
Three independent variables, A, B, and C,
each at 2 levels: A1/A2; B1/B2; C1/C2.A: A1- epinephrine/ A2- no epinephrine
B: B1- information / B2- no information
C: C1- happy model/ C2-angry model
G I
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Grp I:
A1- Given epinephrine injection.
B1- Informed that they would feel aroused.C1-Presented with a happy model.
Grp 2:A1- Given epinephrine injection.
B1 - Informed about arousal.
C 2-Presented with an angry model.
G 3
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Grp 3
A1- Given epinephrine injection
B2- NOT informed about arousal.
C1 -Presented with a happy model.
Grp 4
A1- Given epinephrine injection.
B2 - NOT informed about arousal.
C2 - Presented with an angry model.
Exercise: Complete the design, including theremaining 4 groups (Grps 5,6,7 and 8)- see
table on next slide.
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A1 - Epinephrine A2-No epinephrine
(placebo)
B1-
Informed
B2- Not
Informed
B1-
Informed
B2- Not
Informed
Grp 1 Grp 3 Grp 5 Grp 7
Grp 2 Grp 4 Grp 6 Grp 8
C1-
Happy
model
C2-
Angrymodel
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Ques: (1) How would the different groups
describe their emotional state ?
(2) Which group would be MOST LIKELY torely on situational cues for describing theiremotional state ?
Findings: Subjects given epinephrine, andnot informed about arousal, describedtheir emotional state according to themodel presented (situational cue).
Other cognitive theories (for example
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Other cognitive theories (for example,Cognitive Appraisal theory) have also been
proposedessentially emphasizing how
situational information influences theinterpretation and experience of
particular emotions.
Ques 1: Is there no difference at all in thephysiological changes that occur in
different emotions ?Ans.Generally, the physiological changes
in different emotions are similar, but may
not be identical.
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Ques. 2. Are emotions mainly INNATE, or
are they mainly the result of LEARNING ?
Ans. Evidence and arguments are
presented for both sides.General conclusionThe experience of
emotions is innate, expressions of emotions
is innate but changeable according tolearning (cultural effects,etc.)
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