Pysh exam 4

fear

"fear has an identifiable threat whereas anxiety does not. We are afraid of snakes and heights, but we are anxious about the unknown future. Fear motivates a specific course of coping, because we run from the snake and avoid the steep roof.

define disgust what cause disgust:

(from on web): a feeling of revulsion or strong disapproval aroused by something unpleasant or offensive." at the core of disgust is the identification of substances that are deteriorated or contaminated in some way, but that core can be expanded by socialization experiences. For example: physical contamination, as well as social and moral contamination such as unfair treatment, ideas and values can become contaminated and produce moral disgust. Like smoking is a disgusting moral value. People can feel disgust over a object or event. Such a vegetarian lack of desire to eat meat. Some have harsh moral judgment such as sexuality and gays

Discuss the "cognition versus biology" debate in the study of emotion. Outline first the cognitive position and then the biological position. Discuss one possible, satisfying resolution to the cognition versus biology debate

. Cognitive perspective: Unlimited ( a large number) Acknowledges the importance of the primary emotions but it stresses the complex (secondary acquired) emotions. Examples: rage, fury, annoyance, shock, fright, horror, This is base on the situation, and the emotion that follow in the split second. Biological perspective: 2 to 8 ( a small number) Emphasize primary emotions such as anger ,fear , sadness, joy and love. Or joy, sadness, anger,fear, disgust, interest, pride, contempt, shame, guilt. Adjust both: There is basic emotions as the biological perspective suggest, but with that, there is a lot of subcore emotions that is a better identification of how one is feeling that view the cognitive perspective. ( anger: hostility, rage, fury, outrage, annoyance, resentment ,envy, and frustration) (which is know as the emotion families) "one way to reconcile this date is to argue that each basic emotion is not a singled emotion but rather is a family of related emotions. a second way to reconcile this debate is to distinguish first-order emotions (basic emotions) from second order emotions (cognitively enriched emotion schemas)

that readies the animal to flee from some aversive ornamental (showy, attractive, pretty, artistic) opportunities.

1. a behavioral approach system

ancedote and function of emotion

1. joy fundamental life task (ancedote): goal progress, attainment. coping function (purpose of the emotion:): smoothe, play. 2. sadness: fundamental life task: separation or failure coping function (purpose): reverse the seperation or failure 3. anger FLT: interference with goal pursuit C.F: overcome barriers and restrictions 4. fear FLT: threat or danger present CF: protect, avoid 5. disgust FLT: spoiled object CP: repulsion 6. interest FLT: novelty, need-involvement CF: Explore, tak in information 7. Pride FLT: achievement CF: acquire skills, persist 8. contempt: FLT: judging another as inferior CF: maintain the social hierarchy. 9. shame FLT: feeling of inferiority CF: protect, restore the self 10. Guilt FLT: behaving inadequately CF: reconsider and change that behaivor

conclusion form the social sharing of emotions

1. social sharing of emotion is the norm in emotional experience, not the occasional exception that people only sometimes do. 2. social sharing sets the stage for interpersonal dynamics that bring the sharer and the listener closer together. 3. social affective sharing is complacent but generally yields little benefit beyond temporary relief. 4. cognitive sharing stimulates the cognitive work necessary for emotional healing and recovery.

Shame

: is an overwhelmingly powerful emotion that is associated with feelings of inferiority, a sense of worthlessness, and a damaged self-image. It arises from the violation of standards associated with morality and competent functioning. (example: laughing at a joke during a funeral) failing at an easy task is particularly likely to induce shame. Such moral and performance failures signal that something is wrong with the self. Shame is the emotional reaction to our beleif that we are inadequate, worthless, and inferior to others. The message we receive by this emotion is accompanied by intense pain, confusion in thought, an inability to speak, strong withdrawal tendencies, rumination, and essentially a global (emotinal) attack on the self. In this sense, the function of shame is that of a moral barometer to provide immediate and salient feedback about how well or how poorly one's self stand up to moral and performance-based standards of acceptability.

guilt

: while similar to shame in many respects, guilt lacks the negative intensity of shame, it does not involve an ugly attack on the self. Guilt arises after the person evaluates his behavior (not himself) as a failure. The focus during guilt is on the self's behavior and actions, rather than on the self's worth per se. Guilt signals that one's behavior has caused harm, loss, or distress to a relationship partner . guilt is an emotional signal that one's behavior has harmed another, and one therefore needs to make amends to make things right again (by apologizing and repairing and undoing the harm). (example: you spill coffee over someone laptop. You feel guilt and work to make it right) Guilt serves as an emotional marker of a strained social bond that is in need of repair. Guilt focus on the one person, to make things right, unlike shame that focus on everyone. It also it does not cause confusion in thought, strong withdrawal tendencies, or global attack on the self, instead it produce the thought necessary to focus on the her or distress caused to a relationship partner. The person who feels guilty focuses on the worth of the behavior an don what needs to be done to undo the hurtful consequences of the behavior. (make amends, apologizing, confessing, and basically doing whatever needs to be done to undo the distressing consequences of the behavior) guilt is a moral emotion that motives greater cooperation with others. In this sense, the function of guilt is that of a moral barometer to provide immediate and salient feedback about the worth and acceptability of ones behavior. Guilt means that the behavior needs to be reconsidered and changed. Each time we feel guilty, we suddenly gain a more positive attitude toward the reparatory behavior. We give attention and thought to what we can do to make amends. We suddenly have a new goal to make amends, apologizing becomes a desirable and volitional behavior, and our behavior takes a prosocial turn as we desire to cooperate, apologize, and basically make amend.

Compare and contrast fear and anxiety.

:Basically fear comes from an actual cause and causes us to act, while anxiety can come from within us, because we feel anxiety about something that has not happened yet. It doesn't cause as you act, to do our bodily national response to flight or fight, but it causes tightness within self, and a restless energy. An example of fear would be you are climbing up a mountain,the path you are on is narrow, and close to the edge, and it makes you afraid of falling down. Anxiety on the other hand would make you nervous to even begin climbing the mountain, because you are not sure what to expect or what you will encounter. You hear horror stories of people getting hurt or dying on a mountain, and you feel anxiety about even trying to go on the mountain.

Overview the beneficial consequences of a positive mood state (i.e., positive affect).

Are more likely to help others, be more generous to others, and to themselve, take risks, act more cooperatively and less aggressively, solve problems in creative ways ,persist in the face of failure feedback, make decisions more efficiently, and show greater intrinsic motivation on interesting activities. It also facilitates cognitive flexibility and creative problem solving. With happy thoughts and pleasant memories salient in ones midn, people shoe increased creativity, help others more , show persistence in the face of failure, make decision s efficiently, show high intrinsic motivation and so on This help explain why short term positive affect help people tbe successful in a wide range of areas in their lives, including marriage, friendship , income, work, and health

Summarize Weiner's attributional theory of emotion

Attribution theory rests on the assumption that people very much want to explain why they experienced a particular life outcome. Following an outcome, we ask: "why did I fail that chemistry examination? Why did Suzy drop out of school? Why is this person rich while that person is poor, why didn't I get that job?" An attribution is the reason the person uses to explain an important life outcome. It is the causal explanation to answer why an outcome occurred, for instance, if we answer the question, "why did I fial that chemistry test" by saying, "because I didn't study for it, " then "low effort" is the attribution to explain the failure. Attributions are important because the explanation we use generates emotional reactions. Following psoitive outcomes, people generally feel happy, and following negative outcomes, people generally feel sad or frustrated. In his attributional theory of emotion, weiner refers to the outcome dependent emotional reaction as a "primary appraisal of the outcome." basic emotions of happy and sad simply follow good and bad outcomes. More importantly, attribution theory proposes that in addition to these primary outcome-generated emotional reactions ,people further explain why they succeed or failed. Once the outcome has been explained, new emotions surface to differentiate the general happy-sad initial emotional reaction into specific secondary emotion. The attribution of why the outcome occurred constitutes the "secondary appraisal of the outcome. " example: a student feel happy because she won a scholarship (first attribution) She feel pride because she believe that it is her effort that won her a scholarship. (second) attribution). Later she learned that she actually won the scholarship due to someone strong support of her application during the meeting, and her emotion change to gratitude This shows that when a person find out a different reason or cause of the outcome, it change the individual emotion (Happiness) to pride, gratitude, or hope. If she felt sad she didn't win the outcome, she could feel angry, pity, guilt or shame. angry at her or someone else, pity herself, feel shame or guilt, for not getting, after explaining the reason why she didn't get her desire outcome.

What is an emotion family? Why is the "emotion family" concept important in the effort to answer the question, "How many emotions are there?"

Basically an emotional family deals with how there are basic emotions such as anger, fear, sadness, joy, and love, and with each of those basic feelings there are subgroup emotions for each one of those. For example, for the emotion joy, the subgroups of this emotion would be "satisfaction, relief, enthusiasm, contentment, amusement, and pride." There might be a subgroup emotion that fit better to how you are feeling in a specific situation or time. For example, I may feel fear during a exam, but that doesn't really fit into the emotion I feel, I could be feel anxious, stress, panic, tension, worry, or dread. This can help answer the question "how many emotions are there because there is so much more than we can count, base on the experiences and the situation that is at hand.

Lazarus's theory of emotion is a cognitive-motivational-relational theory. Explain what each of these three terms means.

Cognitive communicates the importance of appraisal Motivational communicates the importance of personal goals and well-being Relational communicates that emotions arise from one's relation to environmental threats, harms, and benefits.

Discuss the "cognition versus biology" debate in the study of emotion. Outline first the cognitive position and then the biological position. Discuss one possible, satisfying resolution to the cognition versus biology debate.

Cognitive perspective: Unlimited ( a large number) Acknowledges the importance of the primary emotions but it stresses the complex (secondary acquired) emotions. Examples: rage, fury, annoyance, shock, fright, horror, This is base on the situation, and the emotion that follow in the split second. Biological perspective: 2 to 8 ( a small number) Emphasize primary emotions such as anger ,fear , sadness, joy and love. Or joy, sadness, anger,fear, disgust, interest, pride, contempt, shame, guilt. This is base on the major emoitns that we feel when we are first born. Adjust both: There is basic emotions as the biological perspective suggest, but with that, there is a lot of subcore emotions that is a better identification of how one is feeling that view the cognitive perspective. ( anger: hostility, rage, fury, outrage, annoyance, resentment ,envy, and frustration) (which is know as the emotion families) "one way to reconcile this date is to argue that each basic emotion is not a singled emotion but rather is a family of related emotions. a second way to reconcile this debate is to distinguish first-order emotions (basic emotions) from second order emotions (cognitively enriched emotion schemas) emotion families deals with the main basic emotions and the subgroup emotions that better explain how a person is feeling. first-order emoitns from second order emotions deals with how in time and experiences, you experience less of the basic emtions and more of the subgroup emotions that fit within the experience. ______________________________ There is basic emotions as the biological perspective suggest, but with that, there is a lot of subcore emotions that is a better identification of how one is feeling that view the cognitive perspective. ( anger: hostility, rage, fury, outrage, annoyance, resentment ,envy, and frustration) (which is know as the emotion families)

Explain emotion activation as a function of changes in the rate of neural firing in the cortex. What pattern of neural firing activates each of the following six emotions—anger, distress, fear, interest, happiness, and surprise? (cogntive aspect of emotion)

Cognitive theorist acknowledge the biological contribution to emotion, but they further argue that emotion and emotion activation are both deeply immersed with cognitive activity. (This deal with appraisals, knowledge and attributions) these theorists see emotions as adaptive responses that reflect cognitive appraisal and cognitive mental representation (the self concept), that interpret environmental events as being significant to ones well being, and they tend to focus on complex emotions. They point out that an emotion such as "disappointment " cannot be explained by ANS activity or changes in facial expressions but, instead, by a cognitive understanding of what it means to not have what you expected you would have. Similarly "shame" is not activated by subcortical brain structures, but, rather, by a cognitive evaluation that the self is inferior or damaged in some important way Appraisal is a cognitive process that evaluates the significance of environmental events in their of one well being. there is primary appraisal and secondary appraisal Emotion knowledge: deals with the different shades within a single emotion. Example the shades of joy, include happiness, relief, optimism, pride, contentment, and gratitude. The number of different emotions any one person can distinguish constitute her emotion knowledge. Attribution: rests on the asummption that people very much want to explain why they experienced a participle life outcome. For example, why I fail the chemistry examination? The attributional roots to the seven emotions are pride (i succeeded because of my outstanding effort) , hope, (I do well in sports because I am athletic by nature. ) guilt, (I lost because I didn't put forth much effort. Thus, the role of cognition is not only to appraise the meaning of the life event (apprisal) , but also to appraise why the life outcome turn out the way it did (attribution)

Consider disgust. Define it, explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly disgusted person is likely to behave. Provide examples of disgust validated by research studies (cite the research work).

Define disgust: disgust is what cause us to want to avoid something, and we feel revulse against the thing or person. The purpose of disgust is to reject the item or person, and to stay away from it. Disgust started as a young age, to not wanting to eat something, or help us stay away from some type of food or drink that have a sour taste to it. Disgust is then applied to others areas of life, moral injustice, wrong doing, or a type of lifestyle we may feel disugested by. An example of a disgust person would be that their nose would wrinkled up, eyebrows and lips tighten..the person may gag if they small or see something that gross them out. An example of this is a male changing a chilfd poopy diaper. In a research I found ( GC, D. (2015, September 27). Development and Initial Validation of the Child Disgust Scale. www.ncbi.nlm.nih.gov/pmc/articles/PMC4821989 ), It share how first disgust was a response to oral intake that protect us from rotten food, but we can feel disgust base on a "broad range of stimuli." Each individuals feel disgust in different levels and sensity. Something base on that sensitivity, it can cause anxiety related disorders within people, like OCD, and other disorders.

Consider triumph. Define it, explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly triumphant person is likely to behave. Provide examples of triumph validated by research studies (cite the research work).

Define: a great victory or achievement. (online) Highly triumphant person is likely to behave: The triumphant victor display both 1. self-expressive behavior-arms raised above the shoulders and away from the body,chest and torso pushed out while leaning back, mouth open, head tilt back or up, a smile, and a thumps up gesture. 2. Social dominance-making a fist thrusting a fist pump, and shouting, as found with competitive athletes who win an intense competition. These behavior signals victory, dominance, and social power over the defeated, and in doing so, inform an audiaecne of other other ones achieved victory. Cause it: that follows victory in a competitive situation. Purpose: a triumph display communicates that one is socially dominant and that others should avoid future challenges and instead take their relatively submissive place within the social hierarchy. It signals social dominance that has an air of aggression, tension release, and a taunting of opponents that seek toput them in their place. Other important details:Dominance is different from pride. Pride reflects a successful evaluation of a specific action or body or work. One has worked hard on a project and, upon the achievement of the sought-after goal, feels pride and a sense of personal satisfaction of a d=job well done. Triumph is closer to hubristic pride than it is to authentic pride.

depression

Depression: sadness can slip into depression. Sadness has its benefits because it can motivate reparative behavior and it can give off expressive signals that bring sympathy, caring, and helping from others. Depression, however, has few benefits and gives off expressive signals that push people away. The key trigger that slips sadness toward depression appears to be rumination. When rumination is piled on top of sadness from a permanent loss, the result is often depression. Rumination accompanies sadness when the person experience emotion overproduction-that is, when the person simultaneously feels sad but also angry, afraid,ashamed, and discouraged. Anger adds irritation with the self, discouragement and disappointment with the self, and when these self derogating thoughts and feelings are added onto sadness, then the resulting emotional overproduction leads to rumination and to depression vulnerability. Unlike acute sadness that can promote reflection and reparative coping, rumination-based depression impairs problem-solving, distracts attention, stimulates negative thinking, erodes social support, and replaces reparative coping behavior with self harm and destructive binging behavior.

Name and outline the five emotion regulation strategies that are possible within the sequence or flow of a typical emotional episode.

Emotion regulation strategy 1: situation selection: (an emotion begins with a situation you are in): example: your telephone may ring (you decide rather or not to answer the phone) Emotion regulation strategy 2: situation modification : significant life event. Once you in the emotional sitatuion, there is typically some degree of management or modification of that direction. Example: you may or may not suggest an alternative activity. Emotional regulation strategy 3: Attention focus. The person also direct attention toward or away from the significant life event. Example: you may attend fully to your friend and the plan for the afternoon, or you may just daydream or doodle on a piece of paper. Emotional regulation strategy 4: reappraisal (cogntiive appraisal): those situation that are attended to are appraised, interpreted, and reappraised. Example: during the conversation, you make a flurry of appraisals: is the invitation good or bad? Is the invitation familiar or unexpected? Is anything important at stake? All these appraisals will be reassessed during the lunch. Emotional regulations trategy 5: suppression: bodily response. A coping response follows, sand such action can change any part of the emotional episode. Example: and, during the lunch, you will display many coping responses, such as expressing your thanks, offering self-disclosure, enlisting your friends support for something you are trying to do , or other response. The point is that you will have many opp

Compare and contrast emotion differentiation and emotion knowledge.

Emotional differentiation is the phenomenon in which people experience different emotions for the same event. It also concerns how the same person can experience different emotions for the sam event at different times. (example: two people may be on the same ride. One may feel joy, and the other boredom. Or the one person on the ride, may feel excitement or fear during the ride) Emotional knowledge is when someone due to experiences, have more emotions to reley on. A person with a high emotion knowledge, tend to be able to handle their emotions better and know how to fix the situation, than those with a lack of emotional knowledge. Compare: both deals with emotions. And both can deal with a wide amount of emotions. Contrast: one deals with how emotions varies to one person to the next, within the same situation, while the other one deals with the understanding of the different emotions.

In considering the relationship between motivation and emotion, explain the following phrase: "Emotion is a readout system of underlying motivational states." (chapter 12)

Emotions read out the person's ever-changing motivational states and personal adaptation staus. Positive emotions signal that "all is well" and reflect the involvement and successful satisfaction of our needs and goals; negative emotions act as a warning signal that "all is not well" and reflect the neglect and thward of our needs and goals. Positive emotions (interest, joyP during motivated action provide a metaphorical green light for continuing to pursue the goal or need satisfaction; negative emotions (disgust, guilt) provide a metaphorical red light for stopping the pursuit of tha t goal or need satisfaction. Ans an illustration, consider sexual motivation and how emotion provide an ongoing progress report (readout) that facilitates some behaviors and inhibits others. During attempts at sexual gratification, positive emotions such as interest and joy signal that all is well and facilitate further sexual conduct. Negative emotions such as disgust, anger, and guilt signal that all i snot well and inhibit further sexual conduct.

Explain the role of joy in the involvement and satisfaction of the individual's motives.

Events that bring joy include desirable outcomes0 success at a t a task, personal achievement, progress toward a goal, getting what we want, gaining respect, receiving love or affection, receiving pleasant surprise, or experiencing pleasurable sensation. Joy is the emotional evidence that things are going well (success, achievement, progress, respect and love) the causes of joy-desirable outcomes related to persona success and interpersonal relatedness. Joy facilitates out willingness to engage in social activities (smile of joy facilitates social interaction, and if the smiles keep coming, they help relationships form and strength over time.), joy has a "soothing function." (it is the positive feeling that make life pleasant and balance experiences offrustation, disappointment, and general negative affect. It can undo life stress and negative emotionality.) Joy create the urge to play and to be create (it can broadening our attention, thoughts and behavior. Doing joyful play, we jump around aimlessly, do unpredictable things, and open up in creative ways.) Because joy broadens attention, cognition,and behavior and because joy build our social and intellectual resources, it helps transform people into more creative, knowledgable, resilient, healthy, and socially integrated indivual

Why is anger the most passionate emotion and the most dangerous emotion?

From the book: its purpose is to destroy barriers in the environment. About one-half of anger episodes include yelling or screaming, and about 10% of anger episodes lead to aggression. When anger prompts aggression, it produces needless destruction and injury, as when we shove a rival, curse at a teammate, or thoughtlessly damage property. For these reasons, the key downside of anger is that it repels others. Own words: the purpose to to remove obstacles, which usually can turn into destroying the things that make us angry. It causes people to yell, shove, hit, and damage individuals or property. Anger can turn into aggressive behavior if the person can't effectively regulate their anger. It can cause individuals to no longer think straight, or logically, but to remove or destroy the thing that hurt them or get in their way.

James theory

He suggests that our bodily changes do not follow the emotional experiences (stimulus- emotion- bodily reaction); rather,non- emotional experience follows from and depends on our bodily responses to the flashing lights and siren sounds. Hence, bodily changes cause emotional experience; stimulus- bodily reaction-emotion. James theory rested on two assumptions: 1. The body reacts uniquely (discriminatorily) , and 2. The body does not react to emotion-eliciting events. To appreciate James' hypotheses, think of your body's physiological response to a shower that suddenly and unexpectedly turns cole. The physiological reaction-the increased heart rate, quickened breath and widened eyes-begins before you have time to think about why your heart is racing and why your eyes are widening. The body reacts and the ensuing emotional reactions are on us before we are aware of what is happening. James argued that such instantaneous bodily reactions occur in patterns. Each different pattern causes a different emotion. Further, if the bodily changes did not occur, then the ensuing emotion would not occur.

From a cognitive point of view, about how many different emotions are there? State a number, and explain/justify why you picked that specific number.

I can't state a number, because there are too many to count. There hundreds of emotions. Each of the basic emotions have better subcore emotions that help explain how a person is feeling. Yes someone could feel fear, but the fear could be more as a panic or terror feeling. Someone could feel happy, but instead of just happy, they feel joyful (I know they say joy is one of the basic emotions, but to me, it a subcore feeling of happy). Someone could feel anger, but there so many different levels of anger, irritability, frustration, etc, and one of them is bound to better fit the situation than just "anger."

Explain emotion activation as a function of changes in the rate of neural firing in the cortex. What pattern of neural firing activates each of the following six emotions—anger, distress, fear, interest, happiness, and surprise? (biological aspect of emotion)

Important because it identify what the body is doing to react to and to prepare for emotion-eliciting events. Facing a situation of personal significance (threat) the body prepares itself to cope effective (get ready to run and defend itself) by 1. Activating the heart, lungs and muscles (the autonomic nervous systems) and releasing hormones into the bloodstream (endocrine system) 2. Stimulating subcortical brain structures such as the amygdala and 3. Expressing a unique pattern of the facial musculature (facial feedback0 with these biological systems engaged, the person experiences emotion and is ready to cope with the impending threat.

Answer the question, "How many emotions are there?" from both the biological and the cognitive perspective on emotion.

In a biologiical perspective on emotion, they agree that a "small number of basic emotion exist, and universal to all human beings,which is all base on products of biology and evolution." each biological theorists though each see that there is a different number of emoitns base on unconsicoue "opponent" brain system, emotion family, as and brain circuit to name a fiew. Some of them are happiness, sadness, fear, surpirse, etc. In the cogitive perspective on emotion, they believe we feel even more emotion that the biological theorists success. For different experiences we face, each indvdiaul can feel a different emotion within the experience or situation. Some may feel more than one emotion.

Explain the role of both interest and joy in the involvement and satisfaction of the individual's motives.

Interest help with the involvement and satisfaction of ones individual motives because it give you to drive and the motivation to keep exploring a specific topic, and replenishing the energy to continue to explore. It cause us want to try new things, and new experiences. Joy help with involvement and satisfaction of ones individual motives because when we feel joy in something we do, we want to continue to feel that joy. If we receive satisfaction of what we do, and feel the joy of that satisfactiohn, we are going to continue engaging in that activity, build the relationship or skill, so our joy can continue on.

Explain why positive affect facilitates outcomes such as sociability, prosocial behavior, and creativity. That is, through what causal mechanism(s) does feeling good promote these outcomes?

Is not as straightforward as it might first appear to be. Being a modo rather than an emotion, positive affect influences cognitive processes, such as memories, judgements, and problem solving strategies, rather than directly causing a change in behaivor. It therefore influence the contents of working (short term) memory by biasing what the idnvdiual thinks about and what memories and expectations come to mind. When feeling good, positive affect essentially serves as a retrieval cue to put the spotlight on positive material stored in memory. As a result, people who feel good have ready access to happy thoughts and positiv memories (compared to people who feel neutral) With happy thoughts and pleasant memories salient in ones midn, people shoe increased creativity, help others more , show persistence in the face of failure, make decision s efficiently, show high intrinsic motivation and so on This help explain why short term positive affect help people tbe successful in a wide range of areas in their lives, including marriage, friendship , income, work, and health

why is disgust a beneficial emotion to have? what is it purpose ?

It plays a positive motivational role in our lives. When we feel disgusted, we wish to avoid contaminated objects, and we learn the coping behavior needed to prevent encountering (or creating_ conditions that produce disgust. It also helps generate a proactive desire to cleanse. Because people wish to avoid putting themselves into disgusting situations ,they change personal habits and attributes, discard waste and sanitize their surroundings, and reappraise their thoughts and values. They wash the dishes, brush their teeth, take showers, and exercise to avoid an out of shape of disgusting body. Rejection.

Summarize the James-Lange theory of emotion. Summarize the criticisms of or arguments against the James-Lange theory of emotion.

James Lange theory about emotion is instead of having a specific situation happening, which cause an emotion and than bodily responses, that instead we face a specific situation, have bodily responses, and then the emotion. Without bodily responses, we don't have any emotion. The example in the book share of a situation, when you in the shower, and the water suddenly get cold. Your body react before you know the reason why your body react to the situation. He belief that the body reactions is quicker than emotions. Another example could be, you see your daughter running to the road, your heart begin to beat faster, and you feel scared; then the thought of my daughter will be hurt or killed. Others felt that jame lange theory about how we receive bodily reaction before emotion, was actually the normal response of the body "flight or fight" and that it doesn't matter what emotion is felt, the body will always respond with a flight or fight movement. Another problem they saw, was how emotions is experience at a quicker rate, than bodily response. The example they give, is when someone get angry. The emotion come first, and than the bodily symptoms come afterward. My own personal example would be you see your daughter running to the road. You feel scared, and then your body react. (That is what happen to me when I saw my daughter running to the road. I was frozen at first, with the terror, and than I react and acted.

Explain the phrase, "Brain activity (e.g., environmental stimulation of the amygdala) activates individual emotions. from book

Just as early researchers looked for emotion-specific patterns of physiological activity, contemporary researchers search form emotion-specific patterns in brain activity. for instance, Jeffrey Gray's neuroanatomical findings (with nonhuman mammals) document the existence of three distinct neural circuits in the brain, each of which regulates a distinctive pattern of emotional behavior: 1. a behavioral approach system 2. a fight-or flight system 3. behavioral inhibition system these three neural circuits underlie that four emotions of joy, fear, rage, and anxiety. when emoiton researchers use the methods of neuroscience to scan brain activity during emotinal expeirnece, they use various techniques to activate emotions and then scan the brain to monitor it reaction (PET and fMRI) for instance: researchers ask participant's to view an emotion-electing film. the researchers observe closely each individual brain does to generate an emotional reaction. example: happiness: superior temporal gyrus and rostral anterior cingulate cortex. the activation of any particular subcortical brain area is important becuase biologically minded emotions researchers assume that within each brain structure must be a certain set of sepcific reaction. research's confidently assume that stimulated brain areas must be implementing an emotion program that is specific to each individual basic emotion. the assumption is that there are somewhere between three and eight brain areas with specific instructions to guide each family of emotion. such "instructions" embedded with a subcortical brain structure are not lengthy scripts but, rather, consist of something more like the following. the brain area features a very fast pattern detector that monitor what is happening in immediate time (seeing unexpected movement activates threats) and also a very fast output generator ( accelerate heart rate, dilate the pupils). Thus, what the amygdala brain structure does is detect any environmental pattern of threat (quick movement in one direction), and it further quickly generates the bodily system necessary to produce a freezing reaction. what detects the threats and what mobilize the bodily reaction is the ancient and evolutionary-developed emotion program (set of instructions) stored in the amygdala. a second ,similar perspective on the nature of these subcortically stored emotion programs is that they are situation-detecting algorithms that lie dormant until activated by specific constellations of situational cues that were identified in ones ancestral past. an analogy that speaks to the nature of these emotion programs is hunger. the hypothalamus has the capacity to detect low blood sugar and then generate output motivation to find and consume food. when a situation is detected by an emotion program that is consistent with cues related to a fundamental life task (a threat, new area to explore0, these anciently stored algorithms detect those signals to actives the corresponding basic emotion. some of what is detected is rather straightforward (e.g. snake detected) while some of what is detected is more complicated because it involves neural connections that add information from personal experience and learning. (cars are dangerous. )

situation modification

Life significant event unfold over time. the confrontation with a bully starts with fear, but the situation can take several twists and turns as each actor works to modify the situation. upon seeing the bully's angry face and posture, we can modify that situaiton by expressing challenge or appeasement, by telling a joke or hurling an insult, by bringing along a big friend or coming alone, or other strategies. In the same way, conversations that begin as heated arguments do not have to be a breeding ground for anger, resentment, and contempt, if one or both partners will interven to modify the flow of the argument by apologizing, showing concern, taking the other's perspective, offering support, soliciting advice, or behaving in a prosocial rather than in an antisocial way. situation modification essentially involves problem focused coping, efforts to establish primary control over a situation, and the search for social support.

Compare and contrast mimicry, feedback, and contagion.

Mimicry: in conversation, people automatically mimic and synchronize their movements with the facial expressions, voices, postures, movements, and instrumental behavior of other people. Feedback: emotional experience is affected, moment to moment, by the activation of and feedback from facial, vlcal, postural and movement mimicry. Contagion: consequence, pipel tend to catch other people emotions. Mimicry people tend to response to another invdivual posture, facial expression, etc, to be able to relate to how the other person is feeling. The posture, facial expression, give people feedback on how they should interact with the person. (for example, if a person is happy, then you show happiness, but if a person is sad, you wouldn't want to go in their face how awesome life is, but to help the person to feel better, and put yourself in their shoes. Contagion, we tend to feel what the other person is feeling ,which can help us interact with them. The main things that different with each, is mimicry deals with copying others emotions, feedback deals with what we observe from the other person and how they are doing, and contagion deals who someone else emotion can influence our emotion. examples: Contagion: we may feel in a good mood, until we with someone in a bad mood, and then we begin to feel in a bad mood. Feedback: we observe the other person to see how we interact with the other person. Mimicry: we minor the other person actions and facial expression.

Compare and contrast the two facets associated with the dual nature of pride.

On the one hand, pride in one's success promotes achievement behavior, an authentic and heartfelt self-esteem, and prosocial behaviors such as volunteering and altruism. On the other hand, pride has a dark side. Pride can be associated with narcissism and contribute to aggression, relationship conflict, and antisocial behavior such as manipulating others. This dual view of pride as confidence, success, and achievement versus arrogance, conceit, and self aggrandizement, had lead researchers to refer to the former as "authentic pride" and to the latter as "hubris pride." they also differ in their paths to prosocial versus antisocial behavior. authentic pride is prosocial, because it plays a clear motivational role in the acquistion of skills and persevering on difficult task. authentic pride allow people to develop the proficiency, self-efficacy, conscientiousness, and leadership that allow them to help others, such as cooperating,rather than acting selfly.

model of interpersonal dynamics in the social sharing of an emotional experiences.

Person 1: encounters an emotion- eliciting situation and reacts emotionally to it. that emotionality is expressed publicly, including conversationally. person 2: experiences interest in person 1's emotional story. that emotionality is expressed in greater detail to produce a coherent story (It help person 1, to see the interest in person 2) listening to person 1 acts as an emotion eliciting situation that leads person 2 to experience emotion. It cause person 1 and 2 a feeling of unity, empathy and perceived similarity) . also the emotionality is expressed in greater detail create feeling of perceived similarity. it cause person 2 to have a increased willingness to help and like person 1 more. the increase willingness to help, help the person 1 feel more understood, comfort, validation, and help, which help the person 1 to like person 2 more.

Select one of the six fundamental emotions discussed in the chapter—fear, anger, disgust, sadness, joy, and interest—and outline its (a) situational antecedents and (b) function or purpose.

Pride (situational antecedent is when someone feel achievement in their work) (function or purpose is acquire skills, and help individual to persist in the work. each emotion is cause by different life situation so we can cope efferently.

Define and differentiate between Lazarus's two constructs of primary appraisal and secondary appraisal.

Primary appraisal deals with "their relationship to the life event."In other words, if an indvdiual well being is safe or in danger. This can deal with "health self-esteem, a goal, finaicnal state, respect, and well-being of a loved one." It is normal events that can turn into a "significant event" an example could be driving in traffic, and realizing you late. This normal event now became significant and important. Secondary appraisals deal with "theri coping potential within that event." in other words, other a person muse over the situation at hand, they try to see if they can handle the event, threat, or situation that came up. They might to think about what they can do to make things better. For example, the person who is late and in traffic, they might try to decide how they are to cope with the situation at hand. They may try to take an exist, to find a different route to the event. They may call the person who is already at the event and let them know what is going on.

Discuss the experimental methodology of the studies designed to test the proposition that human beings display similar facial expressions of emotion regardless of differences in cultural background (i.e., cross-cultural studies of emotion facial expressions).

Recognizing facial expression is known worldwide. It is a "unlearned component." It doesn't where you are from, or what culture you are part of, you can tell if someone look happy, sad, disgusted, surprise, etc. With this said, there are some that is more easy to recognize than others. Joy is easier than fear. Also, there a differences if you eastern or westerns. Western tend to look at ther person mouth region, while eastern tend to look in the eye region. Western tend to be able to read people facial expression better because they look in the mouth region. But overall, facial expression, is view as the same, no matter where you are from.

Explain how each of the following emotions contributes to coping effectively with threat and/or harm: fear; sadness; anger; and disgust.

Sadness: "it can help reserve the separation or failure." In other words, it can help us deal with what is happening within the moment. It helps with the ability to move on, and feel better. Example: after a good cry, afterward things feel a little bit better. Anger: "overcome barriers and restrictions" well anger help us deals with problems in life, and can help us react or change a situation for the better. Disgust: "repulsion" When we feel diguest, we move away from the item that disgust us. This can help us deal with when we taste something gross, which in turn cause us to not eat the food, and avoid eating nasty food. It can cause us to avoid situations or people who might not be healthy for us. Fear: "protect, avoid" Fear can help us avoid a dangerous situation and protect us from harm. Example would be there are bad people around, it cause us to fear, and so we avoid those people and situations.

How are the "self-conscious emotions" of shame, guilt, embarrassment, and pride different from the basic emotions of fear, anger, and joy?

Shame, guilt, embarrassment, and pride do not arise in response to clear and specific antecedents in the same way that fear, anger and joy do , rather ,events occur that have implications for the evaluation of the self, and it is this process of evaluating the worth of the self that gives rises to the cluster of self-conscious emotions. That is, rather than tracing the origins of these four emotions to a particular "significant life event," these emotions arise out of cognitive processes that revolve around the evaluation of the self.

What is the social sharing of emotion? What happens during the social sharing of emotion? Why does this experience "pay off" for the person who is sharing the emotion?

Social sharing of emotion refer to: during social interaction, we not only expose ourselves to a rich source of emotionally eliciting events and to emotional contagion effects, but we also put ourselve into a conversational context that provide an opportunity to re experience and relive past emotional experiences. What happened during the social sharing of emotion is "a conversational vent in which one person who has experienced an emotional episode talks openly with an interaction partner about the circumstances of the event and his or her feelings and emotional reactions to it. The reason this experience "pay off" for a person who is sharing the emotion, is that the person gains attention and empathy, and she or he is also undertakes a reflective effort to unpack the emotional material (e.g. contextual circumstances, antecedent causes, emotional processes, interpretation of events, consequences), labels that emotional material, organizes it into an emotional story that communicates what happened and what obstacles were encountered, and shares what was felt and thought. It also help the person who share the emotion with others to better regulate those emotions. It can provide a state of temporary relief from opens distress, fear, anger, anxiety, insecurity, or sense of helplessness.

How does emotion occur (i.e., what cause emotion?), according to cognitively oriented emotion theorists? (chapter 12)

The brain also cause the cognitive processes, but though apprisal, knowledge, etc. The events are Significant stimulus event Social, cultural learning. History of the idnvdiual. Cortical structures and pathways Evaluative, interpretive, and conscious evaluation of the meaning an dpersonal significance of the stimulus events Which equals to the parallel, interactive and coordinated output to activate and regulate emotions. If emotions are largely cognitive, however, they should emanate from causal mental events, such us appraisal and interpretations of what the situations means. For the cognitive theorist, individual cannot respond emotionally unless they first cognitively appraise the meaning and personal significance of an event: is the event important to me? It is relevant to my well being. The example than as the hauten house, would be a person is in there, but they are not scared, unless they feel like it too dark, scary, or they are not in safety. There may be scared, but they know that there is really nothing it fear since it all fake, so they enjoy it. Honestly, both goes hand in hand. We often feel biological system of emotion before the cognitive system come in place (haunted house. Your body react, but then you remember you are safe) Other things it that opposite (You have a thought of something is wrong, and your body reacts)

How does emotion occur (i.e., what cause emotion?), according to biologically oriented emotion theorists? (chapter 12)

The distinct pattern of the neural (brain) activity. It the key that cause feelings, bodily respolnse ,sense of purpose, as well as expressive beahvior. For example, walking inot the dark leads to amygdala activation that instigates fear. This brain activity sets in motion the cognitive and biological processes that collectively generate, guide, and coordinate the critical component of emoitns. The main part of the brain that cause autonomic and unconscious reaction is the subcorticla structures and pathway, and it create the flight and fight response. It like when you in a haunted house. Your body response to flee or fight when there is trouble. You get scared, and without even thinking about how you are not in actually danger, your body think you are. It is impulsive. Significant stimulus event :evolutionary, phylogenetic, history of species: subcortical structures and pathways: instantaneous, autonomic, and unconscious reaction to sensory characteristics for the stimulus events: parallel, interactive and coordinated output to activate and regulate emotion.

Explain the three essential functions of embarrassment. Cite the research in your explanation.

The essential functions of embarrassment are to appease the audience, take action to repair the negative self-impression, and communicate implicitly that the social blunder will not occur again. To appease the audience, the embarrassed person averts her eyes, blushes , acts submissively, apologizes, promises not to do it again,and engages in self grooming. Appeasing the audience is essential behavior because such gestures signal to the audience that the social blunder was an unintentional act, an accident that will not be repeated. So when embarrassed, people engage in a flurry of appeasement behavior, and they look down, gaze their eyes to the left, attempt to control a smile *show the goofy grin) and touch the face or hair.

Identify the four interrelated dimensions, or components, of emotion. For each dimension, provide a one sentence description or example. (chapter 12)

The first one is Feelings, this incluse "subjective experience, phenomenological awareness, and cognitive interpretation." In other words, emotions are felt and experiences in different amounts. We feel different levels of emotions and in different ways. The second one is bodily response, which include, "Bodily preparation for action, physiological activation, and changes in hormonal activity," In other words, when we have emotions, our brains activate hormones, chemicals, as well as bodily reactions. Our bodies react as well, by clenching their fists, shaking, or jumping for joy. The third one is sense of purpose, which include, "impulse to action, goal-directed motivational state, and functional aspect to coping." In other words, when we feel emotions it drives us into action so we can better deal with the emotion that we feel. Example, when we feel excited, we want to share this good news with everyone, so they can feel the excitement. The Fourth, and last one, is Expressive Behavior. This deals with "social signals and communications, Facial expression, and voice tone." In other words, when we feel different emotions, not only our body reacts and we receive different feelings, our facial expressions share the emotion. When someone feels something, you are able to see it in their face as well as their tone of voice.

Some see emotions as constructive responses to life situations. Others see emotions as destructive responses to life situations. Outline the basic argument to support both points of view.

The great philosophers, the bible, roosevelt speeches, vulcans, and the dalai Lama, emotions such as anger and fear rarely pay off. Most of the time, these sources say, emotions lead to destructive results. Fear leads to paralysis. Anger leads to shoving and to blurting our words and actions to regret. The suggestion is that we should overcome these meddling emotions. The fundamentally transforming destructive emotions, particularly, the big three of craving, agitation, and hatred. These emotions apparently are those that are most harmful to self and others. They have their place in survival and adapting to threatening situations, but since sabar-toothed tigers are no longer in the neighborhood, anger, fear, and the likes may cost us more than they provide in benefits. In the west, people lessen such negative emotions mostly with medicine. In the East, those who practice medication turn their negative emotions into positive ones, because anger can, potentially, be focused into compassion just as resentment can be willed into love and respect for the others. Our biology has indeed prepared us to act emotionally to important life events, because everyone feels sad with loss and fear with threat. But a lot happen in the split second that occurs between the onset of a threat and the initiation of a constructive or destructive emotional response. Emotion researchers, in contrast see these emotions as constructive responses to fundamental life tasks. Fear and anger might feel bad, and they might sometimes steer us astray, but even the hottest of emotions exists as a necessary trade off in humans emotion laden quality for survival, adaptation and mental health.

Explain how the social sharing of emotion can generated an enhanced (i.e., more positive, closer) relationship between two people—the one who shares and the one who listens.

The rapid emotional coding and decoding that takes place during social sharing enhances the perception that the other is a good social partner. Person 1 experiences an emotion and conversationally shares it with person 2. Person 2 then reacts with interest, because emotional stories are frequently viewed as inherently interesting events. Person 1 takes person 2's express interest as a social signal to socially share more. Listening to social sharing that is elaborative enough to produce a full emotionally story functions as an emotion-eliciting situation for person2. The social sharing then begins to generate a social connection between the two interactants, because it is in experiences such as perceived similarity and greater empathy that a social connection is facilitated and begins to open the pair up to nonverbal communications such as eye contact, vocal mimicry, and touching. This enhanced relationship leads person 2 to a greater desire to help person 1 work through social affective support and cognitive restructuring. Helping leads person 2 to like person 1 more, and the received interpersonal support leads person 1 to like person 2 more. Hence, what began as the social sharing of an emotional experiences evolves into a closer and more positive interpersonal relationship between speaker and listener. It is in these time of sharing our emotions that we build and maintain the relationship that are central to our lives, such as in friendship and marriage. Person 1 and 2: perceived similarity, empathy, feelings of unity. person 1 recieve understanding, help, comfort, and validation and like the person 2 more. person 2 recieve a increase willingness to help, and like person 1 more.

What are the similarities and differences between sadness and depression?

The similarities of depression and sadness is that it is a negative emotion. It is caused by loss which can include loss of a loved one though "death, divorce circumstances, or argument" It can be the wanting of a close relationship with someone that you don't have. It can be caused by "failure., war, illness,accidents, and economic depression. The difference is that sadness can "promote reflection and reparative coping." It can help bring us closer to others, and help us to recreate a situation to be happier like it was before the loss happened. Depression on the other hand can "impair problem solving, distract attention, stimulate negative thinking, erode social support ,and replace coping behaviors with self harm and destructive binging behavior. " sadness can turn into depression when we "ruminate" the lost. It causes us to feel hopeless, and draws us away from others, then nearer to others.

State the facial feedback hypothesis in both its strong and weak versions. What conclusions can be offered from the empirical evidence obtained from tests of the strong and weak versions of the facial feedback hypohesis?

The strong version of the facial feedback hypothesis is that when you change your facial expression, to match with a specific emotion, than you will feel that emotion. Research supported the theory. It was shown that it does change "cardiovascular and respiratory rates." There are debate if "facial musculature produces emotional experience, ' but it believe that it does to some effect. The weak version of the facial feedback hypothesis is that facial expression doesn't cause emotion, but increase the intensity of that emotion. For example, if you smile, when feeling joy, you feel will greater joy. It was shown that there is a lot of results that prove this is true, way much more than the strong version of the facial feedback hypothesis, which is to say facial expression cause emotion.

Explain emotion activation as a function of changes in the rate of neural firing in the cortex. What pattern of neural firing activates each of the following six emotions—anger, distress, fear, interest, happiness, and surprise?

There are three of them , they are biological aspect of emotion, cognitive aspect of emotion, and lastly social aspect of emotion. The biological aspect of emotions explain how the body react and prepare to "emotion-electing event. The body get ready to cope with the situation that is at hand. It does that though three means; the autonomic nervous sytem, the subcortical brain circuit, and facial feedback. the cognitive aspect of emotion focus on how emotion are deeply influence though the cognitive activity. there are three areas that influence how we feel, which is 1. appraisal- how we feel the event that happen will influence the individual for good or bad. 2. the understanding of the emotion knowledge which means the knowledge of the different emotions that is the sub core of the basic emotion. 3. attribution which deals with individual explaining of why they experience a participate life outcome. for example, if someone experience a happy outcome, they try to figure out the reason why they had the happy outcome. Lastly emotion deal with the social aspect. emotions are cause though interactions with other people.

What is emotion knowledge? How do individuals develop emotion knowledge? Explain why emotional knowledge is an important construct in the cognitive perspective on emotion.

We each even at a young age know and distinguish between a basic emotion. We only understand a few basic emotion. As time goes on, we gain new experiences with different situation, and they learn that there is a better emotion to describe their emotion than the basic emotions. Example there are different shades of anger. There is frustrated, annoyed, aggravation, irriktation, resentment ,riled, hostility, vengefulness, seething, livid, wrath, fury, and rage. A person with a high emotion knowledge tend to use specific and situationally specific terminology while those with a low emotion knowledge tend to use the basic emotion such as feeling good. It can help us regulate our emotion better when we know and understand the different emotions.

Explain emotion activation as a function of changes in the rate of neural firing in the cortex. What pattern of neural firing activates each of the following six emotions—anger, distress, fear, interest, happiness, and surprise? (social aspect of emoitn )

We experience a greater number of emotions when interacting with others than when we are alone. Other people are typically our most frequent source of day to day emotions. Three parts are mimicry (people automatically mimic and synchronize their movement with the facial expressions, voices, postures, movements and instrumental behavior or other people), feedback (emotional experience is affected, moment to moment ,by the activation of and feedback from facial,vocal, postural,and movement mimicry), and contagion (consequently, people tend to catch other people emotions)

Using the concept of emotional contagion, explain how the emotions of one person can generate that same emotional experience in another person such that the

Well if someone is in a bad mood, and no matter what you do, you can't get them to be in a good mood, often we can begin to feel the same emotion.

Explain the phrase, "Brain activity (e.g., environmental stimulation of the amygdala) activates individual emotions. my own words

Well.. basically there is a different part of the brain that causes different emotions. For example, "fear: the amygdala and insula, happiness: the superior temporal gyrus and rostral anterior cingulate cortex, and anger: the inferior frontal gyrus and parahippocampal guys." It is believe that different parts of the brain give out different instructions which cause an "emotional reaction." It is also believe that "there are somewhere between three and eight brain areas with specific instruction to guide each family of emotion." In other words, the brain is the source of emotion, and it cause us to react difference in each situation and provide a either a flight or fight response.

In the following example, explain why the emotion of fear/terror rather than the physiological need for air is the primary motivator: A child puts a sweater on over his head, it gets stuck, and the child experiences a moment of air deprivation. He then shows panic-like emotion and finally coping behavior. (chapter 12)

Well.. emotion is what drive behavior as well as motivation. The need for air by itself, isn't watch cause someone to act, but the fear or terror of not being able to breath is the key point. When face in a specific situation, feel an emoiton such as fear, our body respond to the response though the brain sending out hormones and our ably activating. It cause our facial expression and tone of voice (expressive beahvior), and it also give us an impulse to act (sense of purpose). Without emotion, and if we felt neutral or didn't care, than we wouldn't try to change our situation, of not being able to breathe. "if emotions are largely biologicals, they should emanate from a causal biologicals core, such as subcortical brain circuits. for the biological theorist, emotions can and do occur without a prior cognitive event, but they cannot occur without a prior biological event.

Consider anger. Explain the origins of the anger emotion first according to Lazarus's appraisal-based theory of emotion and then according to Weiner's attribution-based theory of emotion.

Well.. for Lazarus appraisal based theory we feel angry when we appraise the situation to be of harm. We see the situation as bad or harmful, and the emotion we may feel is angry.. Which causes us to act or withdraw. For winer theory of attribution, when we feel like the outcome is negative, we try to make sense of why they experience the negative outcome. The person can feel angry at the situation and think it was someone's fault, or maybe their own fault.

Debate or justify the claim that the emotions equip the individual with a specific, efficient response to a problem of physical and social survival.

Well.. yes... It emotions help us release the feelings and emotions, which help us be able to able to release our emotions instead of bottling them up. When we feel an emotion, it can help us to survive, not be numb, and help us with relationships and being vulunble. Yes, emotions can also cause someone to act animal like, but If you give yourself time to settle dow

From a biological point of view, about how many different emotions are there? State a number, and explain/justify why you picked that specific number.

Well... the theorists belief there is to be 2-8 total basic emotions.. One of them is Joy... for me personally, there a couple of basic emotions every kid know, which is happy, sad, mad, surprise, fear, and disgust. Those are the main ones that every kid experience at a early age. (So 6 basic emotions.) Every kid know what it like to feel happy, sad, mad, fearful, surprise, and disgust from the beginning. They feel happy when something happen. They feel sad or mad when they don't get their way. They get surprise by different situation, and feel disgust when eating a food they don't like. Online if you look at the basic emotions, it shows happiness, sadness, fear, disgust, anger, and sruprise. To me, happiness is a subcore of being happy.

Consider the actor on stage who is beginning to feel stage fright. Given an example of "reappraisal" that the actor could use as an emotion regulation strategy to reduce or remove the negative emotionality (the stage fright).

\ Well first, they can think about how everyone experience stage fright. But instead of viewing the stage fright as a negative emotion, they can view it as being excited, yet nervous. They can tell themselve, everyone feels this way, I am not alone in this, and this is going to be fun.

differences between harm and threat

a threat could be when we unsure of the situation, and we find it as a threat. harm, could be in actually danger, not just fearing of something.. would could be a personal offense, having a loss, etc.

sadness

arises principally from experiences of separation or failure, although it is particularly closely related to an experience of permanent loss. To feel sad, the loss needs to involve a close attachment. We also experience separation from a place (hometown,_ and from a valued job, position, or status. In loss-induced sadness, there is an acute feeling of resignation. Sadness turns our attention inward and promotes personal reflection. Bodily arousal decreases substantially, and this deactivation state facilitates reflection and taking the time to take stock of our life plans and goals to accommodate that which has been lost. But sadness also occurs with temporary and with partial loss (not just with permanent loss) and in these cases, sadness motivates the person to take the action necessary to restore the environment to its states before the distressing situation. One beneficial aspect of sadness is that it indirectly facilities the cohesiveness of social groups. Because separation causes sadness and because sadness is such an uncomfortable emotion, its anticipation motivates people to stay cohesive with their loved one.

Outline Lazarus's appraisal theory of emotion. In doing so, use each of the following four terms in your answer: life event, primary appraisal, secondary appraisal, and autonomic nervous system arousal.

basically it deals with the situation that is at hand. you start with primary apprisal, which you think, "is this event relevant to my well being? Is there anything at stake during this life event? (Is the event a potential benefit, harm, or a threat?) If the answer is no, then there is no autonomic nervous system response, and the body doesn't need to cope though physiological or behavioral reactivity, so then there is no emotional episode If the answer is yes, the autonomic nervous system does response, to generate an impulse to action (to apprach the potential benefit or harm and threat) After that we goes though a secondary appraisal, where if we think ask ourselve, can we successully cope with this new benefit, harm, or threat.. if we feel we are able to cope with it and/ or we cope with it successfully, then, the autonomic nervous system hyperactivity decrease and then our emotional episode ends. If we feel we can't cope with it, and/ or we don't cope well with it, then our autonomic nervous system remains and it cause stress and anxiety.

Explain the role attributions play in the emotions of pride, gratitude, hope, anger, pity, guilt, and shame

basically, whenever an outcome happen, we feel a specific emotion, happiness, sad, or frustrated. We then try to move on into the reasons of why that specific outcome happened. We could see that it was due to a internal cause which cause pride, shame or guilt for example, that it was their hard work, or lack of hard work that cause it. They could also see that it was due to a external cause, which cause gratitude, anger, or pity. For example, they could feel like it was the environment or a person fault, that they didn't get the desire outcome. They can also feel hope, and encouragement when things are continue to go good, over a long run, and think it because they have talent.

Explain the differences between emotion and mood.

different antecedents: emotion is cause by different situations , while the mood of why is it cause is often unknown. We may know why we feel happy or sad in a situation, but we may not know why we feel excited, calm, tired, or jittery type of mood throughout a day or a period of time. Different action specificity: "emotions cause direction within our action, while mood influence cognition and direct what the person think about." In other words, emotion cause us to act different ways base on we feel, and mood is base on what we thinking about, and influence how we see things. Different time course: emotion event is usually short term, and happen in a specific time or place, while moods is like a continue cycle. We are continue feeling something. We could feel tired, gloomy, in a quit or calm mood. It can change base on what we are thinking within the moment, and throughout the day. Lastly, mood has two dimensions as it said in the book, which is valence and arousal. Valence deal with displeasure to pleasure while arousal deals with activation and deactivation. We can be aroused or quit. Vwe can feel dissatified or satisfied. It continue changing, and other times our mood can be neutral, we just feel blah. In other words, we can feel those four type of moods, either aroused and excited, or quite and tired. Or we could be aroused, and jittery, and quite and calm.

silvan tomkins view on emotions (biological perspective)

distinguishes six emotions-interest, fear, surprise, anger, distress, and joy-because he finds that six distinct patterns of neural firing produce these different emoitns. for instance, interest is a gradual increase in the rate of neural firing, fear is a rapid increase in the rate of neural firing, and suprise is a sudden surge in the rate of neural firing.

What good are the emotions? List emotion's beneficial and social

emotions 1. communicate feelings to others. 2. influence how others interact with us. 3. invite, smooth, and facilitate social interaction. 4. create, maintain and dissolve relationship's emotional expressions are potent, nonverbal messages that communicate our feelings to others. trhough emoitonla expressions, infants nonverbally communicate what they cannot communicty verbally, as through the face , voice, and emotinal behaivor in genraly at birth, infants are capable of expressing joy, interest ,and disgues; by two months , infants can also express sadness and anger; and by 6 months, infants can express fear. throughout infancy, interest, joy, sadness, digust, and anger represent almost 100% of emotins-based facial expression.s caregivers reliably recongize and can accuratly interpret these facial expressions. ifnant faical expressions therefore guide caretakers emoitns specific care. the emoitnal expressions of one person can prompt selective beahvioral reactions from a second person. In a conflict situaiton over a toy, for instance, a child who expresses anger or sadness is much more likely to keep the toy than is a child who expresses no such emotins. the emoitnal expression nonverbally communicates to others what ones probable forthcoming behaivor is likely to be. If the toy is taken away, the anger-expressing child communicates a probable forthcoming attack, whereas the sadness-expressing child communicates a probable barrage of tears. the signal that one is likely to attach or cry often succeeds in regainign the lost toys (or preventing the toy from being taken in the first place) hence, in the xontext of social interaction, emotins seve multple function, including informative (this is how I feel), forewarning (this is what I am about to do) , and directiv e(this is what I want you to doo) function. In this way, emoitns expressions communicate social incentives (joy smile), social deterrent (angry faces) , and unspoken messagtes *embarrassment face) that smooth and coordinate social interactions. Emotional expressions are also used to invite, smooth, and facilitate social interactions. Ethnologists studyign smiling in primates found that chimpanzees use the voluntary smile sometimes to deflect potentially hostile behavior from dominant animals and others times to maintain or increase friendly interaction. Just as primates smile (bare their teeth) to appease dominants, young children smile when approaching a stranger, and children are more likely to approach a stranger who smiles than a stranger who does not smile. Adults who are embarrassed socially are also likely to smile or at least to show a foofy grin on their face. In addition, the smile, is a universal greeting display that seems to say, nonberbally, " I am friendly; I would like us to be friends." In each of these instances, smiling is socially, rather than motionally motivated. Just as emotional expressions of interest and joy bring people together and encourage interaction, emotional expressions of anger, disguest, and fear push people apart. Contempt is an especially toxic emotions that dissolve relaitnships.

Draw the circumplex model of mood by identifying the labels that define the endpoints of both the x-axis and the y-axis.

first off mood exist as a blend of two dimensions: valence and arousal. valence is found on the x-axis which refer to a dimension of pleasure verus displeasure. arousal is found on the Y axis which refer to a dimension of activation and deactivation. In the middle of the of the X and Y axis is the neural standard. Whera an indvidual doesn't feel a ligh or low activation now a high or low pleasure. aas one move away from the center point out of the edge of the circumplex, mood takes a sense of valence and arousal, as one can feel both positive and activated (elated) , both psoitive and deactivated (contented), both negative and activated (upset) , or both negative and deactivated (gloomy) some mood researchers prefer to rotata the circumplex 45 degree counter clockwise so that "energetic arousal" (elation" is at the top of the circumplex, accompANIED BY "BY "TENSE TIREDED" ON THE LEFT, "CALM TIREDNESS" ON THE BOTTOM, AND "CALM ENERGY" ON THE RIGHT. oOTHER EMOITON RESEARCH PREFER TO COMBINE POSITIVE AND ACTIVATION INTO "POSITIVE AFFECT" AND NEGAITVE AND DEACTIVATION INTO "NEGAITVE AFFECT" the circumplex does a good job of describing the experience (the phenomonology) of affect, because one need to only know two varaibel to determin a person moods- how positive do you feel? how aroused (activated do youfeelP from th e answer of these two questions, the persons specific modod state can be identifed, using the circumplex model. where mood get complicated is in the fining that positive and negative moods are independent-not opposite-ways of feelings. for example, during a job interview, people often report feeling both psoitive and negative affects simultaneously. the job interviewee typically feels both happy and sitressed, excited and tense, at the same time.

Model of shame

first we Display of incompetence and moral transgression. The self seems inferior, worthless, or damaged which bring the feeling of shame. We react by either protect the self by avoidance or withdrawal or we react to restore the self. When we react to restore the self, if we find the situation is socially risky, than we avoid or withdraw, but if we find the situation is socially safe, we approach and take action. (example: self seek out an opportunity for a second chance to demonstrate that the self is actually morally good and competent. sometimes . it is sometimes impossible, too difficult, or too risky *too punishing) to take the action necessary tor restore the threatened self such as impossible to make amends, so the person will withdraw, hid, and avoid taking action. but when we feel it is possible, then it leads to behavior designed to make amends and restore the positive self view) "researchers fin d that th emotive to restore the self is stronger than tis the motive to protect the self. but when we find the task too impossible, the strength of th emotive to restore the self decline, while the strength of the motive to protect the self rises. the person decide it is ibest to just prevent further dmaage to ones self-image. "what the shamed self needs to maintain the motivation to restore its worth is a socially safe interpersonal environment (social support, empathy, and understanding, and invitation and an openness to give the person a second chance) if any emotion is qualifed to be labeled as a "bad" emoiton, it is "ugly" shame. Yet its funcitonal prupose is to motive behavior to restore a positive view of the self that has just been threatened or challenge by one's own morla violation or displahy of incompetence. If even shame has such a beneficial function, then the "there is no such thing as a bad emotin" assertion makes a bit more sense.'

Research ask participants to view an emotion-eliciting film, and they then observe closely what each participants brain does to generate an emotion reaction. their finding for six basic emotions can be summarized as follows.

happiness: superior temporal gyrus and rostral anterior cingulate cortex sadness: medial frontal gyrus and the caudate anterior cingulate cortex anger: inferior frontal gyrus and parahippocampal gyrus fear: amygdala and insula disgusts: anterior insula and right inferiro frontal gyrus interest: anterior insula

Richard Solomon view on emotions (biological perspective)

identifies two hedonic, unconscious brain systems that exists such that any pleasurable experience is automatically and reflexively opposed by a counter-aversion experience, just as any aversive experience is automatically and reflexively opposed by a counter-pleasurable process (e.g., fear is countered by, and quickly replaced by the "opponenet process' of euphoria, as during sky diving)

Katherine vytal and stephan Hamann view on emotions (biological perspective)

identify five emoitns_ happiness, sadness, fear, anger, and disgusts, because of their analysis of about 100 different neuroimaging brain studies. They find that these five emotion produce distinct patterns of brain activity. -

Reappraisal

is defined as "changing the way an individual thinks about a potentially emotion-eliciting situation in order to modify its emotional impact." reappraisal invovles changing a situation's meaning. If someone bumps you in the hallway, you may feel angry, unless you take the time to think about why the event occurred. If the bump is reappraised as an accident , your anger may dissipate. If the bump is reappraised as empathy- because the person is overworked and has to rush to keep the boss form yelling at her, your anger may turn to sympathy, pity, and even to prosocial behavior such as helping the other. In other situations, we may take a tragic turn of events (e.g., a cancer diagnosis) and, after some reflection and reappraisal, see the once-distressing event as a blessing in disguise that can be a springboard to bring us closer to a lvoed one or to the true meaning in our life. One effective reappraisal strategy is the "negative functional reappraisal" in which the person recognize that the event is bad, but not tragic, as in "it is frustrating to be hassled but I can stand the frustration" Reappraisal can be used to either down regulate or outright change a negative emotion, or it can be sued to up regulate a positive emotion. In general, reappraisal is a high effective emoitn regulation strategy, because people tend to use reappraisal also tend toward better psychological, social, and physical well being.

Basic emotions and emotion schemas:298-299

is to distinguish between the first order and the second order stage in the lifelong development of a basic emotions. Basic emotions can be conceptualzied as subcortical brain circuits that are rooted in evulatorary adaption to major life taks that have automatic connections with feelings, expressions, bodily preparations and mtoivational action tendencies. each basic emotion is present at birth or emerges during infancy, requires only simple or minimal congitve processing for its activation, is derived trhough evolutionary processes, features a unique feeling state: its own unique subjective, phenomenological quality, features a unique expression: it own unique facial expressive signal, feature a unique function, it serves its own unique purpose, and features a unique motivational force importatn to survival and well being. The six basic emotions tha rt fulfill each of these seven postulates form differential emotions theory are interest joy (enjoymetn, happiness, contentment) ,sadness,anger, diguest, and fear. (seventh emotion- contempt) Izard propose that people infrequently experience these 6 or 7 basic emotions after early childhood. Instead, these basic emotions serve as devleopmetnal building blocks for more xompelx emotions *secon order) termed emotion schemas. After childhood, emotion schemas serve as the principal motivational and regulatory system for the persons behaiov e and action. Emotions schemas develop out of a dynamic interplay among basic emotions, cognitive appraisal, and higher order cognition (self concept, emotion eknowledge0 after early development, emotion schemas- but not basic emotions per se-fucniton as the central source of human motivation, because basic emotions combine with cognition to produce complex emtoiton schemas. The sadness emtoin schema, for instace, retain the core sad feeling, but it also adds sad-related and experience 0-based thoughts and memories. Such an emotions schema might be activated by an experiences of loss or failure, but it might also be activated by appraisal, memories, past learning experiences, thoughts, images, and information processing more generally. While the feeling, expression,action tnednecy, and bodiy preemption and developmetnally constant elements of any emotions scheme, the content of an emotional schema changes over itme. Thus, carrol izards, reconciliation of the numbers questions is to recongize two catorgire of emotions- first-order basic emotions and second order emotions schemas. Infants start with a full repertoire of pure first-orde basic emotions and no second order emotions schemas, while adults possess no first order baisc emtoin and a full repertoire of second roder emotions schemes. The number of emotions schemas the adults uses to itneract with the world is a large numbe,r and that number is determined by the richness of the persons experience,s cognition, and emotions differentiations.

suppression

is unlike the previous four emotion regulation strategies in that it is used to modify an already occurring emotional experience, including any or all of its components of feeling, bodily activation, sense o purpose, or expression. It is a strategy to down regualte one or more of these four aspect of emotins, such as to lessen a feeling or a bodily activation, as by taking a deep breath or trying to inhibit a facial expression. It mostly inovles "do nots, " as in do not laugh at the politically incorrect joke, do not show anger toward the boss, and do not cry durign the sad movie. unlike the previous emoitns regualtion strategies, it is genrally a poor strategy, because it often backfires and also produces troubling side effects. It ackfires when we try to suppress an emoitn or a component of emotion, because it usually produces more, not less, of that emoitn or emoitn component (e.g., it icnreases, rather than decreases, heart rate_ It also tend to lead to soical costs, because we typicallyf eel more uncomfortable with interaction partners who try to suppress their emoitns, rather than express them naturally. generally, it is a rather blunt strategy, and what works best in emoitn regualtion is a flexible, situaiton-specific, and situationally sensitive intervention effort. Overall, emotion regulation is a skill, as some strategies are more effective than the others. for instance, reappraisal and attentional focus regulate negative emotion rather effective while suppression generally does not. further, the quality of people's emotions regulation skill predict the quality of their functioning in various domains, such as having high quality peer relaitonships, high quality relationships with teacher, and strong academic achievment.

rober plutchik view on emotions (biological perspective)

list eight emoitns- anger, digust, sadness, surpise, fear, acceptance, joy, and anticipation. each of these emotins corresponds to an emotin-behaivor syndrome common to all living organism (fear corresponds to preotection)

carroll Izard view on emotions (biological perspective)

lists seven emoitns on the basic of the crteria specificed for a basic emoitn within his differntial emotin theory: interest, joy, sadness, anger, digust, sruprise, and fear. to identify the basic emoitns, he pays particularly close attention ot the emoitns of infants, as infants clearly show a limited number of discrete emotins despite their rather serious congitive shortcoming (limited by no language, vocab, or memory0)

anxiety

on the other hand, is a state of undirected arousal and tension. This distinction makes it clear that fear is largely a functional emotion and a motivational assess, while anxiety is more of an "on alert' negative emotionality that does not typically advance our coping effectiveness..

Differences between positive affect and negative affect

positive affect: reflect pleasurable engagement. It is a "go" system. It exists as a persons current level of pleasure, enthusiasm, and progress toward goals. People who feel high positive affect typically feel enthusiastic and experience enrgy, alertness, and optimism, whereas those who feel low positve affect typically feel lethargic, apathetic and bored. negative affect reflects unpleasant engagemnt. It is a "stop" system. People who feel high negative affect typically experience dissatisfaction, nervousness, and irtritability, where as those who feel low negative affect are calm and relaxed. these feeling so falertness verus bordom (positve affect) and irritability verus relaxation *negative affect) , rather than prototypically emoitnal states such as joy and fear, consitute the essential nature of every day, ongoing affective experience-our everday mood. positive and negative affect pertain not only to moods but also to braod congitive, motivational, biolgical and behaivoral system. positive affect reflext a reward driven, appetitive motivation system, whereas negative affect refelct a punishment-driven, aversive mtoivaiton al system. basically, positive afect and a good mood support appraoch behaivor, while negative affect and a bad mood support stopping and withdrawal. the psoitive affect system has its own neural substrate-dopaminergic pathways. These pathways are activated by the expectancy of desirable events. and genrate positive affect and appraoch behaivor (without impacting negative feelings) the negative affect system has it own neural substrate-serotonergic and noradrenergic pathways. these pathways are acitivated by the expectancy of negiatv eoutcomes and genrate negative affect and withdrawal behaivor(without impacting positvie feelings)

Jeffrey Gray view on emotions (biological perspective)

propose three basic emotions based on the number of separate anatomical brain circuit he identified; the behavioral approach system (joy), the fight-or flight system (anger/ fear), and the beahivoral inhibition system (anxiety)

Jaak Panksepp view on emotions (biological perspective)

proposes seven emotins- seeking, fear, anger/ rage, lust, care, sadness/ grief, and play. His prposal is based ont eh finding of seven seperate neuroanatomical emotion-genrating pathway within the subcortical brain.

Paul ekman view on emotions (biological perspective)

propses seven basic emoitns- fear, anger,sadness, surprise, disguest, happiness, and contempt. His list of emotins features this particular number because each is associated with a corresponding unviersal *cross0cultrual(facial expressions. these emotins also have very rapid onsets, brief durations ,and can occur autonmaitcally/ involuntarily.

authentic pride

revolves around subjective experiences of accomplishing, achieving, succeeding, feeling confident, and being productive and fulfilled, and it is rooted in internal, unstable, and controllable attributes (I won because I practiced hard to develop my skills.

Hubristic pride

revolves around subjective experiences of being snobbish, stuck up, conceited, arrogant ,egotistical, and smug, and it is rooted in internal, stable, and uncontrollable attributions (I won because I am the greater of all time.

Explain the role of both interest in the involvement and satisfaction of the individual's motives.

s the most prevenlanet emotion in day to day functioning. Interest is not so much activated as it is redirected, although its magnitude certainly rises and fall from moment to moment in response to changes in the environment. When grabs interest is the presence of environmental novelty- stimulus change, novelty, uncertainty, complexity, puzzles, and curiosities, challenges, and discoveries, and any opportunities to gain new information, developing greater understand and learn, and also those that involve our needs or well being. Interest creates the urge to explore, investigate, seek manipulate, and extract information from the object that surround us. As a case in point, when interested,students persist longer at learning activities, spend more time studying, read more deeply, remember more of what they read, and make better grade. It is important because first it motivates environmental engagemnt, and in doing so, interest promote learning,skills development, knowledge acquisition, and achievement. Second interest replnishes personal resources. Exploring and learning requires a great deal of engagement and re engagement, and the expenditure of all this effort and concentration can be tiring. When people engage in a learning task with the motivational support of interest, they often experience a type of motivational and cognitive vitality that energizes further engagement. That is, interest- fueled engagement, counteracts exhaustion by replenishing-rather than by draining- motivation (persistence) and cognitive (concentration) resources

Explain the differences between guilt and shame.

shames is an overwhelmingly owerful emotion that is associated with feelings of inferiority, a sense of worthlessness, and a damaged self-image. It arises from the violation of standards associated with morality and competent functioning. (example: laughing at a joke during a funeral) failing at an easy task is particularly likely to induce shame. Such moral and performance failures signal that something is wrong with the self. Shame is the emotional reaction to our belief that we are inadequate, worthless, and inferior to others. It create intense pain, confucion in thought, and inability to speak, strong withdrawal tendeices, and an attack on the self. guilt does not have the same negaitve intensity of shame, or a attack on the self. It focus on the behavior or the self, instead of ones own personal worth. Guilt doesn't cause withdrawal tendencies but to make things right with the person they have hurt. guilt can cause a positive attitude toward reparatory behavior. we try to make the situation right again.

Attentional focus

situation selection and situation modification are rather active emotion regulation strategies. changing ones attentional focus simply redirect one's attention within that situation. within any emoitnal experience, there are always multiple aspects of that experience that we might potentially attend to. sitting in class, you might attend to the content of the lesson, to the person sitting next to you, to the scene happening outside the window, or you can distract yourself by drawing or checking emails on your smartphone. if you are stuck in a lone line, you might attend to the frustratingly long line or to the interesting conversation your friend can provide. when achild faces a threatening situation such as the dentists office, the child can think of something else, such as th epromise of an ice cream cone afterward, or the cartoon playing on the tv set. many attentional focus strategies are possible, but distraction seems to be people's favorite. drawing, for instance, seems to be an effective attentional regulating strategy to lessen negative emotionality. the opposite of distraction would be rumination. rumination (persistent focus) over positive events is referred to as "savoring," and it can produce positive benefits, but rumination over negative events is usually a poor emotion regulation strategy that simply increases the duration and intensity of a negative emotion such as distress or fear or anger.

Nancy Stein and Tom Trabasso view on emotions (biological perspective)

stress the four emotions of happiness, sadness, anger, and fear becasue these emotins reflect reactions to life's essential pursuits: attainment (happiness_, loss (sadness), obstruction (anger) ,and uncertainty (fear). Here the number of emotions in based on the number of key life events that activate the emotions.

Rober levenson view on emotions (biological perspective)

suggest six basic emotions- enjoyment, anger, disgust, fear, surprise, and sadness- because that is how many emotions are distinct, hardwired, and functional in that each basic emotion is a genial solution to a particular survival-relevant challenge.

Happiness: 94H232 EINWINR

superior temporal gyrus and rostral anterior cingulate cortex

a fight-or flight system

that readies the animal to flee from some aversive events but to defend aggressively against other events

behavioral inhibition system

that readies the animal to freeze in the face of aversive events.

Emotion families:

the child learns that different situations give rise to different variations of the basic emotions. (example: it take learning, experience, and socialization to understand all the following varieties of fear: alarm, shock, fright, horror, terror, panic, hysteria, anxiety, nervousness, tension, uneasiness, worry, dread, and perhaps others. Thus, fear is the basic emotions, while greater sophistication with different types of situations ,with different interpretations of situations ,and with language, social itneractions ,and encultural lead to fear variations as secondary emotions.

situation selection

the earliest opportunity to intervention to influence the trajectory of an emotional experiences is situation selection. situation selection is taking action to make one emotional experience more or less likely. sometimes, situation selection is a strategic effort to prevent an emoiton from launching (e.e.g, If i go there, I will feel sad. so I just wont go) More generally, nowever, situation selection invovles deciding what to do, where to go, who to spend time with, which activities to engage in, which appointments to keep, what to do after work, and how to schedule a saturday afternoon. by selecting one situation rather than another, we tip the odds signifcantly whether we will encounter this or that significant life events. by selecting which life events to expose ourselves to, we significantly bias which emotions we will and will not experience. If we visit a friend, we will likely feel joy; if we clean the bathroom, we will likely feel digust; and if we drive the car through the morning traffic instead of take the subway, we put ourselves into a situation to experience stress.

emotion regulation strategies

the first four emoting regulation strategies are proactive, while the last strategy is reactive. there are probably a hundred different emotion regulation strategies, so the five strategies featured represent categories of strategies. situation selection, situation modification, attentional focus , reappraisal, and suppression.

To answer the question, What causes emotion?, Buck provides a two-systems view. Identify these two systems and briefly explain how these two systems cause emotion. The first one is th

the first one biologically driven system. It is an involuntary reaction to emotion. The second one is the cognitive system. It is the way we process the emotions we feel. Both work together to cause emotion. The biologically forced, cause the flight or fight response. The cognitive force can be changed, learn new coping skills in handling the emotions. Again, both goes hand in hand. Our brain react to emotions, and our minds decide if how we act is appropriate or not. both work together, in continuing a emotion, or reducing a emotions. for example, someone night have a fear, and their body react, but than the person realizes they have nothin to worry about, and so their emotins lessen. Other times, we worry about something, and it cause biologicals reactions. both goes hand in hand with each other.

interesting fact about authentic pride and hubristic pride

they do not have differnt antecendents-both are caused by success and accomplishment. where they differr is in how that success is appraised and attributed. they also differ in their paths to prosocial versus antisocial behavior. authentic pride is prosocial, because it plays a clear motivational role in the acquistion of skills and persevering on difficult task. authentic pride allow people to develop the proficiency, self-efficacy, conscientiousness, and leadership that allow them to help others, such as cooperating, rather than acting selfly. hubristic pride is antisocial, because it contributes to a narcissitic quest for status and domination and to uncaring and expositive behavior. because of this, hubristic pride tend people toward abusing others, such as acting selfishly, aggressively, and with hostility and exploitations rather than with care.

biological persepctive on emotion

typically emphasizes basic emotions, with a Lower limit of two or three, to an upper limit of 8 each. anger, fear, surprise, sadness, disguest, happiness, and contempt. Each biological theorist has a very good reason for proposing a specific number of emotions, although each proposal is based on a different emphasis. Ten major research traditions in the biological study of the emotions can be offered to represent the biological perspective on emotion. example: nancy stein and tom trabasso, Katherine vytal and stephan Hamann, silvan tomkins, robert levernson, carroll izard, jaak pankseep, paul ekman, rober plutchik Katherine vytal and stephan Hamann identify five emoitns_ happiness, sadness, fear, anger, and disgusts, because of their analysis of about 100 different neuroimaging brain studies. They find that these five emotion produce distinct patterns of brain activity. each of these 10 research traditions agrees that 1. a small number of basic emoitns exists, 2. basic emtoins are universla to all humans beings (and animals) and 3. basic emotins are product of biology and evolution. all these theorists also argue that when we are experiencing an emotion, a cascade of automatics changes occur-with or without our awareness or consent, because hardwired events emerge in our feelings, in our face, in th etone of our voice ,within our autononomic nervous and endocrine system, in our mtoivational urges, and in our thoughts and memories. where the 10 traditions diverge is in their specifications of what consitute the precise biological core that onsets and orchestrates emotinsal experinces.

what good are the emotions? List emotion's beneficial coping.

what good are the emotions? List emotion's beneficial coping and social Coping function of emotion: To survive, animals must explore their surroundings, vomit harmful substances, develop and maintain relationships, attend immediately to emergencies, avoid injury, reproduce, fight, and both receive and provide caregiving. Each of these behaviors is emotions produced, and each facilitates the individuals adaptation to changing the physical and social environment. Fundamental life task are universal human predicaments, such as loss, threat, and achievemnt. The emoitns during a life task energize and direct beahvior in adaptive ways (e..g, after goal interference, assertively confromtiing, and overcoming the barriers or restriction proved more effective than did other course of actions. Emoitn are primitive (yet functional)action control system. Emotions serve at least 10 distinct purpose. When something happens to interfere with the pursuit of an important goal, we feel anger-teh functional purpose of which is to over that barrier or restriction. When we encounter a threatening or dangerous situaiton ,we feel fear0 the funcitonal purpose of which is to protect the self, as by defending, feeling, or avoiding. For every major life task, humans beings evolved a corresponding, adaptive emotional reaction. The functions of emotins is therefore to prepare us with an automatic, very quick, and historically successful response to flies fundamental tasks. All emotions are beneficial because they direct attention and channel behavior to where it is needed, given the circumstances one faces. Any one person might not wish to feel anger, disgust, or fear, but it sure is handy to have th emtoivational readiness to fight, when you need to, reject when you need to, and explore when you need to. From this point of view, fear, anger, diguest, sadness, and all other emotins are good. Anger turn us into activists who are ready to change injustice into justice, just as fear mtoivates protection, digest motivates rejection, and so forth. Even embarrassment is functionally good, because it help the person maintain a positive self image in the eyes of the audienc ein the moment that immediately follow a social blunder. Emotions are therefore positive, function al, purposive, and adaptive organizers of beahivor.

Lazarus complex appraisals

when we are in a situation that we find significant of of value, and appraisal it to be a type of benefit, we can feel happiness, pride, hope, love, compassion, or gratitude. but if we are in a type of sitatution we find harmful, we feel anger, guilt, shame, sadness, or digust. When we are in a situation that we find threating, we feel anxiety, fright, envy , or jealousy.