Motivation and Emotion: Emotions, Stress and Health
Unit Overview • Theories of Emotion • Embodied Emotion • Expressed Emotion • Experienced Emotion • Stress and Health Click on the any of the above hyperlinks to go to that section in the presentation.
Theories of Emotion
Does our heart pound because we are afraid, or are we afraid because our heart is pounding?
Theories of emotions • Emotion – Physiological arousal – Expressive behavior – Conscious experience • Common sense theory
Theories of emotions • James-Lange theory
Theories of emotions • James-Lange theory
Theories of emotions • James-Lange theory
Theories of emotions • Cannon-Bard theory
Theories of emotions • Cannon-Bard theory
Theories of emotions • Two-factor theory – Schachter-Singer
Theories of emotions • Two-factor theory – Schachter-Singer
Theories of emotions • Two-factor theory – Schachter-Singer
Theories of emotions
Embodied Emotion
Emotions and the Autonomic Nervous System • Autonomic nervous system – Sympathetic nervous system • arousing – Parasympathetic nervous system • Calming – Moderate arousal is ideal
Emotions and the Autonomic Nervous System
Emotions and the Autonomic Nervous System
Emotions and the Autonomic Nervous System
Arousal and Performance Yerkes-Dodson Law • Performance Performance Difficult tasks Easy tasks level peaks at lower levels of arousal for difficult tasks, and at higher levels for easy or well-learned tasks Low Arousal High
Physiological Similarities Among Specific Emotions • Different movie experiment
Physiological Differences Among Specific Emotions • Differences in brain activity – Amygdala – Frontal lobes • Nucleus accumbens – Polygraph
Emotion- A Polygraph Examination
Emotion- Lie Detectors Respiration Perspiration Heart rate Control Relevant Control Relevant question question question question (a) (b)
Emotion- Lie Detectors • 50 Innocents Percentage 80 • 50 Theives 70 60 – 1/3 of innocent 50 40 declared guilty 30 – 1/4 of guilty 20 declared innocent 10 0 (from Kleinmuntz Innocent Guilty people people & Szucko, 1984) Judged innocent by polygraph Judged guilty by polygraph
The Physiology of Emotion • Autonomic Nervous System – A division of the Peripheral NS – Arouses and Calms • The Amygdala – a neural key to fear learning
Cognition and Emotion Cognition Can Define Emotion • Spill over effect – Schachter-Singer experiment • Arousal fuels emotions, cognition channels it
Cognition and Emotion Cognition Does Not Always Precede Emotion • Influence of the amygdala
Expressed Emotion
Detecting Emotion: Video • Nonverbal cues – Duchenne smile
Gender, Emotion, and Nonverbal Behavior
Gender, Emotion, and Nonverbal Behavior
Culture and Emotional Expression
Expressing Emotion Activity • These Pretzels are making me thirsty!
Levels of Analysis for the Study of Emotion
Levels of Analysis for the Study of Emotion
Levels of Analysis for the Study of Emotion
Levels of Analysis for the Study of Emotion
Experienced Emotion
The Effects of Facial Expressions • Facial feedback
Fear • Adaptive value of fear • The biology of fear – amygdala
Anger • Anger – Evoked by events – Catharsis – Expressing anger can increase anger
Happiness • Happiness – Feel-good, do-good phenomenon – Well-being
Happiness The Short Life of Emotional Ups and Downs • Watson’s studies
Happiness Wealth and Well-Being
Happiness Wealth and Well-Being
Happiness Two Psychological Phenomena: Adaptation and Comparison • Happiness and Prior Experience – Adaptation-level phenomenon • Happiness and others’ attainments – Relative deprivation
Happiness Predictors of Happiness
Stress and Health
Introduction • Health psychology • Behavioral medicine
Stress and Illness • Stress – Stress appraisal
Stress and Illness The Stress Response System • Selye’s general adaptation syndrome (GAS) – Alarm – Resistance – exhaustion
Stress and Illness General Adaptation Syndrome
Stress and Illness General Adaptation Syndrome
Stress and Illness General Adaptation Syndrome
Stress and Illness General Adaptation Syndrome
Stress and Illness Stressful Life Events • Catastrophes • Significant life changes • Daily hassles
Stress and the Heart • Coronary heart disease • Type A versus Type B – Type A – Type B
Stress and Susceptibility to Disease • Psychophysiological illnesses • Psychoneuroimmunology (PNI) – Lymphocytes • B lymphocytes • T lymphocytes – Stress and AIDS – Stress and Cancer
The End
Teacher Information • Types of Files – This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. • Animation – Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. • Adding slides to this presentation – Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.
Teacher Information • Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple). – Unit subsections hyperlinks : Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. – Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation. For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.
Teacher Information • Continuity slides – Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. • By presenting information in small chunks, students will find it easier to process and remember the concepts. • By continually changing slides, students will stay interested in the presentation. • To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. • Please feel free to contact me at kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022 262-253-3400 kkorek@germantown.k12.wi.us
Division title (green print) subdivision title ( blue print) • xxx – xxx – xxx
Division title (green print) subdivision title ( blue print) Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished
Definition Slide = add definition here
Definition Slides
Emotion = a response of the whole organism, involving (1) physiological arousal, (2) expressive behaviors, and (3) conscious experience.
James-Lange Theory = the theory that our experience of emotion is our awareness of our physiological responses to emotion-arousing stimuli.
Cannon-Bard Theory = the theory that an emotion-arousing stimulus simultaneously triggers (1) physiological responses and (2) the subjective experience of emotion.
Two-factor Theory = the Schachter-Singer theory that to experience emotion one must (1) be physically aroused and (2) cognitively label the arousal.
Recommend
More recommend
