Psyc Ch. 10 Notes - Prof. Agnes Ly PDF

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Prof. Agnes Ly...

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Chapter 10 10.2 How are emotions adaptive? ● Emotions provide info about the importance of stimuli to personal goals, and they prepare people for actions aimed at achieving those goals. They also guide us in learning social rules and are necessary for living in groups ● Emotions serve as heuristic guides: they provide feedback for making decisions ○ Affect-as-information theory- people use current moods to make judgements and appraisals and they rely on their moods even if they are unaware of their source ● Somatic Markers- bodily reactions that arise from the emotional evaluation of an action’s consequences ○ Driving fast lead to getting speeding tickets which made you feel bad so now when you see speed signs you slow down ○ Somatic marker theory- most self-regulatory actions and decisions are influenced by bodily reactions called somatic markers ● Display Rules- rules learned through socialization that dictate which emotions are suitable in given situations (when and in what way), govern how and when people exhibit emotions ○ Joy- Japanese prime minister has only small smile while president obama has big toothy smile ● Facial expressions provide adaptive info to predict someone’s behavior or emotions: ● Embarrassment-represents submission to and affiliation with the social group and represents recognition of the unintentional social error, occurs after a social norm has been broken ○ Blushing occurs when people believe others view them negatively and that blushing communicates a realization of interpersonal errors, non-verbal apology making sure the relationship remains intact ● Guilt- feel anxious and tense when you're doing a risky task, happens when were personally responsible for someone’s state (saying something that makes someone upset), expressing guilt repairs relationships and the feeling prevents you from doing it again in the future 10.3 How are people motivated? ● Motivation- process that energizes, guides, and maintains behavior toward a goal ○ Three parts to motivational process: ■ 1. They activate behaviors (cause you to do something) ■ 2. They guide behaviors toward satisfying specific goals (hunger motivates you to eat, thirst motivates you to drink) ■ 3. They help you persist in behaviors until you achieve those goals ● Need- a state of biological (water) or social (need to be with others) deficiency, lead to goal directed behaviors and a failure to satisfy leads to psychological or physical impairment ○ Need theory of motivation- people are driven by many needs which can be arranged in a need hierarchy

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Need Hierarchy- Maslow’s arrangement of needs, in which basic survival needs must be met before people can satisfy higher needs ■ 1. Psychological- hunger, thirst, warmth, sleep ■ 2. Safety- security, protection, freedom from threats ■ 3. Belonging and love- acceptance, friendship ■ 4. Esteem- good self-opinion, accomplishments, reputation ■ 5. Self-actualization- living to full potential, achieving aspirations Self-actualization- state achieved when one’s personal dreams and aspirations have been attained Drive- psychological state that, by creating arousal motivates an organism to satisfy a need ○ Need- food, drive- hunger, behavior- eating Equilibrium- steadiness of biological states such as hunger or thirst ○ Homeostasis- tendency for bodily functions to maintain equilibrium ■ Your body is set at 98.6 and if it falls below you will shiver to warm up or if it gets too high then you will sweat to cool down until you return back to normal temp Yerkes-Dodson Law- psychological principle that performance on challenging tasks increases with arousal up to a moderate level, after that additional arousal impairs performance ○ Students perform best on exams when feeling moderate anxiety, while having too much or too little can impair performance Incentives- external objects or external goals, rather than internal drives, that moderate behaviors ○ Getting a good grade on an exam is an incentive for studying hard ○ 2 types of Incentive motivation: ■ Extrinsic motivation- motivation to perform an activity because of the external goals toward which that activity is directed ● People working to earn paychecks ● Offering extrinsic rewards may undermine intrinsic motivation especially when something is already intrinsically motivating ○ Kids are intrinsically motivated to draw but when they're given rewards for drawing they only become extrinsically motivated to do it for rewards ■ Intrinsic motivation- motivation to perform an activity because of the value or pleasure associated with that activity, rather than for an apparent external goal or purpose ● Doing things because they are enjoyable, studying because they just want to learn more and are curious ● Yields higher quality performance in more difficult tasks Self determination theory- people are motivated to satisfy needs for competence, relatedness to others, and autonomy, which is a sense of personal control, argues that extrinsic rewards may reduce intrinsic value because such rewards undermine people’s feeling that they are choosing to do something for themselves

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Self-perception theory- people are seldom aware of their specific motives ○ Drinking a glass of water and thinking you must've been thirsty even though you didn't feel thirst before you drank it Pleasure Principle- encourages people to seek pleasure and avoid pain ○ Headonism- humans’ desire for pleasantness Self-regulation of behavior- process by which people change their behavior to attain personal goals Self-efficacy- expectation that your efforts will lead to success Achievement motive- desire to do we'll relative to standards of excellence Delaying Gratification: ○ 3 steps to help: ■ 1. Turning hot cognitions into cold cognitions ■ 2. Ignoring at a tempting item rather than looking at it ■ 3. Self-distraction through playing games or another task Need to belong theory- theory that the need for interpersonal attachments is a fundamental motive that has evolved for adaptive purposes, explains how easily most people make friends Social comparison theory- we are motivated to have accurate info about ourselves and others

Class Notes ● What are emotions? ○ Some kind of positive to negative reaction to some experience in your world, experiences are associated to some physiological response, emotions come and go with experiences ○ Emotions vary on valence and arousal ○ Valence- how positive to negative an experience is ○ Arousal- refers to physiological experience and how active or passive it is ● 3 primary functions of emotions: ○ Intrapersonal- within a person, role that emotions play in helping us make decisions and think about things in our lives ■ Decision making is tied to the prefrontal cortex and that area of the brain and well tied with other areas of the brain like amygdala which processes emotion, person in video couldn't properly make decisions and damage to prefrontal cortex could have affected communication with amygdala which is going to affect decision making process ■ Gambling study done on people with prefrontal cortex damage and without damage: ● Typical: Started with high risk deck, as they started losing money they switched to low risk deck. Choosing from high risk deck gave them a bad feeling, even before making a decision they got an anticipatory arousal ● P damage: They started at high risk deck but did not switch to low risk deck. Never got anticipatory arousal. They knew which deck

was more risky but still chose anyway Both case studies show different types of damage: one preventing from making decisions and one where you can't stop making decisions, both show that you need emotion to make decisions but you need a mix of emotion and logic to make proper decisions Interpersonal- across people (social function), how do emotions play a role in how you interact with people ■ In a conversation you have to adjust your emotions based on the other person’s emotion ■ Capgras syndrome- someone recognizes a person but it doesn't feel like that person so they think they're an imposter, you need emotion areas of the brain in order to process info in our social world ■ Facets of interpersonal emotion: ● Facial Expressions- what facial expressions communicate to others and elicit specific behaviors from others ○ Sad expression communicates that i'm not feeling good, a friend would want to ask what's wrong and cheer them up ○ Signal the state of a relationship- contempt (emotion feeling toward someone you disregard) signals the state of the relationship ○ Serve as a regulation of social behavior, social referencinglooking to other people to see what to do (kids looking at their parents when they fall and reacting in a similar way) Cultural- across larger social groups, how do individuals in those larger societies work and what's expected within a society, navigating the complexity of working with many other individuals, don't think about your own cultural norms and are unaware but become very aware if you go to a different country with different norms ■ Models of self: ● North American Context (US, Canada) ○ Individualism- self as independent, when describing themselves they talk about traits “I am...friendly, smart” ● East Asia Context (China, Japan, Korea) ○ Collectivism- self as interdependent, when describing themselves they describe relationships with others “I am...a daughter, student” ● Similar physiology but cultural differences in facial expression ● When good things happen: similar in feeling good but cultural differences in feeling mixed (emotional diversity) ■ Similar desire for feeling good but cultural differences in their “ideal affect” ● North American: ideal state is high intensity high pleasantness (excited, enthusiastic) ● East Asian: ideal state is mild intensity high pleasantness (relaxed, ■

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calm, peaceful) Emodiversity- drive towards positive outcome can actually lead to negative emotions, wanting to always have such positive emotions can lead to stress or anxiety when you don't feel that way ● Greater emodiversity is associated with less medication use, and fewer doctor/hospital visits ○ Greater emodiversity correlates with fewer doctor visits but the 3rd variable problem is present in this correlation, (3rd variable could be how good your health is or having more or less life stressors) What is motivation and how does is relate to emotion? ○ Emotions are a big source of motivation ○ Approach motivation- we seek things that make us feel good, happy, proud and also avoid things that make us feel bad ○ Need to belong- we have a need to fit in with others that is almost equivalent to the need for food and water, we are all motivated by feelings of social belongingness, the systems in your brain that process physical pain also process emotional pain ○ Factors of motivation: ■ 1. They are energizing, they get you up and going ● Wanting a good grade on exam ■ 2. They are directive, they direct you towards a goal ● Studying for that exam ■ 3. Persistence of behaviors, you need to keep doing a behavior to satisfy a goal ● Going to office hours constantly ■ 4. Strength of those motivation levels ● Students will be more or less motivated to get an A depending on factors: what are your other goals, don't know strategies to get to that goal Extrinsic v Intrinsic Motivation Study ○ Experimental study put kids put into 3 groups: ■ Intrinsically motivated- did not get reward and not lead to believe they would get a reward ■ Unexpectedly motivated- after drawing given a reward they did not know about ■ Extrinsically motivated- you can expect a “Good player reward” ○ At the end kids were given a free play period and no rewards were given, they found that the kids who were extrinsically motivated were less motivated to continue playing during free play period, kids who were offered rewards were drawing like it was a chore ○ Helping behavior is intrinsically motivated we want to help others, baby in clips helped the man without prompt ■ Helping Behavior experimental study groups: ■

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Condition 1- neutral, nothing happened ○ Free play period: 80+% of kids willing to help ● Condition 2- praise, “Thank you that's really nice” ○ FP: Around 80% of kids willing to help ● Condition 3- material reward, toy ○ FP: Only around 50% of kids willing to help Motivation and long term goals: delayed gratification ○ Gave kids marshmallows but said that if they can wait 15 mins until they got back they could have two marshmallows, they looked at how that patience correlated with other aspects of their lives ○ #1 strategy for delaying gratification is turning hot cognitions into cold cognitions which is taking something very desirable and turning it into something less desirable ○ Delaying grat depends on how reliable the environment is, in unreliable environments kids do not delay grat because why would they wait for a second marshmallow if you don't know if it'll come Motivation and long term goals: is positive thinking enough? ○ Positive thinking doesn't work as we'll as we’re told ○ Given only positive thinking: fewer job offers, fewer significant others, less likely to move after surgery, fewer pounds lost when losing weight ○ When people are asked to positively fantasize, they have less physiological arousal and when it gets reduced people become less motivated How to achieve your goals: WOOP ○ Wish (pos thinking) ○ Outcome (pos thinking) ○ Must be followed by: ○ Obstacles ○ Plan...