Unit 4: Learning
and Cognitive
Processes
Ch 9: Learning: Principles and
Applications
Ch 10: Memory and Thought
Ch 11: Thinking and Language
Ch 12: Motivation and Emotion
Ch 9 – Learning: Principles and
Applications
• Classical
conditioning
• A learning procedure in which associations
are made b/w a _________ stimulus + a
___________ stimulus.
• A person’s or animal’s old response
becomes attached to a _________.
• It’s a type of _________. This type of
learning is a relatively permanent change
in a behavioral tendency that results from
___________.
• Discovered by ______________ –
accidentally.
• Pavlov’s
experiment
• Pavlov began by ringing a ________
+ then quickly placing some meat on
a dog’s tongue. He used a tuning
fork b/c it was a neutral stimulus (a
stimulus that ________________
any part of the unconditioned
response).
• After only doing this a few times,
the dog started _______ as soon as
it heard the sound, even if _______
was placed in its mouth.
• This showed that a neutral stimulus
can cause a formerly _________
__________.
• The unconditioned stimulus (UCS) is
an event that elicits a certain
_________________ typically w/o
previous training (the food).
• The unconditioned response (UCR) is
an organism’s natural reaction to a
stimulus – ______ (salivating at the
food).
• The conditioned stimulus (CS) is a
________________ that elicits a
given response _______________
_______ in which it has been paired
w/ an unconditioned stimulus (the
tuning fork).
• The conditioned response (CR) is the
_______________ to a conditioned
stimulus (salivating at the tuning
fork).
• General
•
principles
of classical 1.
conditioning
2.
3.
Helps animals + humans ______________
_______________ + to avoid danger.
Acquisition of a classically conditioned response
usually _______________. Pavlov found that
classical conditioning was most effective when
the CS was presented ____________ the UCS
(tuning fork before food).
Generalization occurs when an animal responds
to a __________ similar to the original CS w/o
prior training w/ the 2nd stimulus. Pavlov
conditioned a dog to salivate at the sight of a
circle + found that it would salivate at the sight
of an _______ also.
Discrimination is the ability to respond
differently to similar but ________________.
Pavlov was able to teach the dog to only respond
to the ___________________.
• Generalization + discrimination are part of
your everyday life + both ____________.
4. Extinction is the _________________ of
a CR when the CS is repeatedly presented
w/o the UCS. Eventually the dog quit
salivating after hearing the tuning fork
when Pavlov repeatedly ________ it food
afterwards.
5. __________________ may occur after a
rest period when the CS causes a CR but
is not followed by a UCS. However the CR
doesn’t come back at its ____________.
After a while Pavlov used the tuning fork
+ w/o giving the dog food + found that the
dog did salivate but not as much.
• _________ could be an example.
• Little Albert
• John B. Watson + Rosalie Rayner used
conditioning on 11 mo. old Albert. They
taught him to _______. At 1st he happily
played w/ the rats, but then they would
strike a steel bar w/ a hammer when rats
were nearby. Eventually, Albert began to
fear the rats even when the __________
_______.
• What was the UCS?
• _____________________
_____________________.
• What was the UCR?
• _____________________.
• What was the CS?
• _____________________.
• What was the CR?
• _____________________.
• Taste
aversions
• If you eat ___________ + then become
sick, you will probably blame the illness
on what you ate + will likely ________ if
confronted w/ it again.
• It’s a type of _______________.
• Summary of
classical
conditioning
• It helps animals + humans _____ what is
going to happen. So it can provide
information that is helpful to ________.
• Can be helpful for __________ or
finding food.
• It’s an example of a behaviorist theory.
Behaviorism is the study of trying to
understand behavior in terms of
relationships b/w observable _______ +
observable ________. Behaviorists are
only concerned w/ what can be _______.
End Section 1
• Operant
conditioning
• Learning in which a certain action is
______________________, resulting in
corresponding increases or decreases in
occurrence.
• In other words, it’s learning from
the ________________________.
• The term operant comes from the subject
operating on his/her ______________.
• Unlike classical conditioning it studies how
_________________ is affected by its
consequences.
• ____________ is the psychologist most
closely associated w/ operant conditioning.
• Believed that a person’s behavior is
influenced by his/her ________ of
rewards + punishments.
• Skinner’s
• Skinner trained rats to respond to lights + sounds
experiment
in a special enclosure called a _______________.
on rats
• Rats were placed in the box + every time they
walked towards the bar, food was dropped in the
cage. Eventually the rat would ____________ in
that direction when they were hungry. At that
point, Skinner would only drop food in the box if
they pressed the bar. The rat learned to press
the bar _______________________.
• Reinforcement • The food that appeared in the cage in
Skinner’s rat experiment was a _________.
Reinforcement is a stimulus or event that
the likelihood that a __________________.
• Ex: training a dog to sit by giving it treats.
• Reinforcers for humans often include social
approval, ________, + extra privileges.
• Positive reinforcement occurs when an
animal/human is given something _________.
Something is __________.
• Negative reinforcement occurs when an
animal/human has something ____________
_______. Something is _______________.
• Involves taking something away or
preventing something from happening.
• Escape conditioning involves
training an animal/human to
______________ an unpleasant
stimulus.
• Avoidance conditioning involves
training an animal/human to
prevent an unpleasant stimulus
________________________.
• A primary reinforcer is one that satisfies a
______________ such as hunger, thirst, +
sleep, clothing, etc...
• A secondary reinforcer is one that has been
paired w/ a primary reinforcer + through
classical conditioning has ____________ +
reinforcement.
• $ is the __________ for a secondary
reinforcer.
• Schedules of
reinforcement
• ______________ of reinforcement is an important
factor in operant conditioning.
• Behavior reinforced __________________ is on a
continuous schedule of reinforcement.
• When positive reinforcement occurs only sometimes,
it’s on a ___________________.
• These responses are established slower but
usually ___________ once learned. 4 types:
1. Fixed-ratio schedule – specific # of
______________ is required before
reinforcement can be obtained.
2. Variable-ratio schedule ______ = constant, unchanging
_____________ # of responses are
______ = changes
required before reinforcement can be
obtained.
___ = # of times an action occurs
3. Fixed-interval schedule – specific
________ = passage of time
____________ must pass before a
response will obtain reinforcement.
4. Variable-interval schedule – ______
amounts of time must pass before a
response will obtain reinforcement.
• Techniques
in operant
conditioning
• Shaping - a technique in which the desired
behavior is “______” by 1st rewarding any
act similar to that behavior + then
requiring ever-closer approximations to
the desired behavior before __________
__________.
• Used for teaching _____________.
• Chaining – a response chain is a _______
_____________ that follow one another
in sequence w/ each reaction producing
the signal for the next.
• Behaviors are combined into
_______________. Usually _____
____ must be mastered before you
can complete the response patterns.
• Ex. washing your hair, driving, etc…
• Aversive
control
• The process of influencing behavior by means
of _____________________.
• Unlike reinforcement, ___________
involves
a particular behavior.
• _______________ occurs when
an animal/human is given
something it doesn’t want.
• _______________ occurs when
an animal/human has something it
wants removed.
• Punishment can have __________
____________ like rage, aggression, +
fear. Also, people learn to ______ the
person delivering the punishment.
• Contrasting
classical +
operant
conditioning
Classical
Conditioning
Operant
Conditioning
Always a _______
_______ (UCS) that
elicits the desired
response.
No ___________
________; learner
must 1st respond,
then behavior is
___________.
_____________
depends upon
learner’s behavior.
Learner ________
________ on its
environment.
______________
UCS doesn’t depend
upon learner’s
___________.
Learner ________ to
its environment.
______________
End Section 2
• Social
• A process of _________________ by observing +
learning
imitating the behavior of others. There are 2 types:
1. Cognitive learning – focuses on how information
is _______, processed, + _________. It may
result from observation or imitation.
• A cognitive map is a _____________ of
spatial relationships or relationships
b/w events.
• Latent learning is the alteration of a
behavioral tendency that is not
demonstrated by an ____________,
observable change in behavior.
• Learned helplessness is a condition in
which _________________________
_____________, resulting in the belief
that the situation is uncontrollable.
- Some believe learned
helplessness is a major cause of
____________.
2. Modeling is learning by _________ others’
behaviors.
• It involves ___________ + imitation.
• There are 3 potential effects:
1.
the chance that we’ll do the
_________ (we already knew
the behaviors, but were just
learning how to apply them).
2. Observational learning –
imitation of a ____________.
3. _____________ – If you see
someone doing something that
you think is ____, but nothing
happens to them, you’ll be
more likely to do the
same
thing in the future.
- This can help
lessen/cure ________.
• Behavior
•
modification
•
The systematic application of learning principles
(classical conditioning, operant conditioning, +
social learning) to change people’s __________
______________.
Ways to modify behavior include (but are not
limited to):
1. ___________-assisted instruction.
2. Token economies – conditioning in which
desirable behavior is reinforced w/
_________________, which can be
accumulated + exchanged for valued
rewards.
3. _________________
• Set up your own ____________ of
rewards + punishments.
• Best way to start is to _________
of the behavior.
- How often is it occurring?
- What triggers it?
Read p.266 “Improving Your Study Habits”
End Section 3
Ch 10 – Memory and Thought
• Memory
•
•
•
The storage + retrieval of what has been learned or
________________.
The process of memory:
1. Encoding – the transforming of information so
the _________________ can process it.
- You use your ________ to encode
memories.
2. Storage – the process by which information is
____________ over a period of time.
- Can be stored for a ___________ or
longer.
3. Retrieval – occurs when information is brought
to the mind __________________.
3 types:
• _________
• Short-term
• ___________
• Sensory
memory
•
Very brief memory storage immediately
following initial ___________________.
• Your senses (ex. sight or hearing)
are able to hold an input for a
____________________ before it
disappears.
• Serves 3 functions:
1. Prevents you from being
____________.
2. Gives you time to decide if
information is ____________
____________ to.
3. Allows for continuity +
_________ in your world.
• Short-term
memory
• Memory that is ___________________ + in
capacity to about __________ items by the
subjects’ active rehearsal.
• Doesn’t necessarily involve __________
____________.
• Maintenance rehearsal is a system for
remembering that involves repeating
information to oneself w/o attempting
to _________________ in it.
• Ex. Repeating a telephone #
• Duration lasts a bit less than _____
__________ w/o rehearsal.
• Usually we can only remember 7
unrelated items (plus or minus ______).
• Chunking is the process of
_________________ to make it
easier to remember them.
• The Primary Recency Effect – refers
to the fact that we are better able to
recall information presented at the
________________________.
• Primacy – you had more time to
___________________.
• Recency – the __________ are
still in short-term memory.
• Long-term
memory
• The storage of information over _________
_________________.
• Stored according to ___________ or
features.
• The capacity appears to be _________.
• Starts as sensory, goes to short-term,
then becomes long-term (___________
__________).
• Ways of ___________ long-term memory:
• Semantic memory is our knowledge of
_________ (including its words, rules, +
meanings). Episodic memory is our
memory of ________________.
OR
• Declarative memory involves both
____________________ memory; it is
knowledge that can be called forth
consciously + used as you need it.
Procedural memory is memory of _____
______ that does not require conscious
recollection (ex. riding a bike).
End Section 1
• Retrieving
information
• The ability to retrieve memories is based
upon how we ____________________.
• Psychologists don’t yet know how memories
are organized though.
• There are different methods of retrieval:
• ___________
• _______
• __________
• Recognition
• Is the process of memory retrieval in which
a person identifies an object, idea, or
situation as one he/she _______________
_____________________.
• Ex. You might not remember your
best friend in kindergarten but could
_________________ of him/her.
• This ability suggests that much ____
________________ in memory than
one might think.
• Information stored in _______
__________ can be more easily
retrieved.
• Recall
• Is the process of memory retrieval in which a person
reconstructs _____________________________.
• Involves more than searching for + finding information.
It involves your knowledge, attitudes, + ___________.
• These influence what + how we _____________.
• Reconstructive processes is the alteration of a recalled
memory that may be ___________depending on an
individual’s experiences, attitudes, or inferences.
• Sometimes events get _________ in memories.
• It’s why 2 people might remember the same
event ____________.
• Confabulation is a memory mistake in which we
“remember” information that ____________ in
order to fill in _______________.
• Our schemas (our ways of mentally organizing
things) influence how we _________________.
• Few adults have a photographic memory, but about __%
of children do.
• You’re more likely to remember things if you’re in the
same _____________ +/or _____________ that you
were in when the event occurred.
• Relearning
• Recognition + recall are part of declarative
memory. But relearning is part of
declarative + ____________ memory.
• Ex. You learned a poem as a child +
then forget it. Years later you can
memorize the same poem w/ ______
_________ than someone w/ similar
abilities to yours.
• Forgetting • Information that once entered long-term memory
but is _____________________ is said to be
forgotten.
• Forgetting may involve decay, interference, or
repression.
• Decay is the ___________ of memory over
time.
• Interference is when a memory is blocked or
erased by _________________________.
• Proactive interference is when an
_______________ blocks you from
remembering related new information.
• Retroactive interference is when a
_____________ or new information
blocks you from remembering
information learned earlier.
• Repression occurs when a person
_____________________________ of an
embarrassing or frightening experience.
• Amnesia
• A ______________ that may occur after a
blow to the head, brain damage, ______, or
severe psychological stress.
• Infant amnesia is the relative lack of early
declarative memories. Most memories from
________________________________.
• Theories for infant amnesia:
• Freud thought it occurred b/c
the memories were _________
due to the emotional traumas of
infancy.
• Some think it’s b/c infants don’t
yet ___________________.
• Others believe it’s b/c the
hippocampus (part of the brain
which helps w/ long-term
memory) hasn’t ____________.
• Improving • Repetition, or _____________________ is good for
short-term memory, but what about long-term?
memory
• Elaborative rehearsal is ___________________ to
material that is already known.
• Ex. Perhaps as a child you had trouble spelling
the word “together”. Then you notice that it’s
just the 3 words “to” “get” “her” combined +
can now spell it easily.
• A good way to protect memory is to “__________”.
Keep rehearsing even after __________________.
• Avoid studying ___________________ together.
• _____________ your learning.
• Mnemonic devices are techniques for using
_____________ to memorize + retrieve information.
• Involve some ________, but that may be part
of the reason they work.
•
End Section 2
Ch 11 – Thinking and Language
• Thinking
(Try it sometime )
• The changing + reorganizing of
information stored in memory to
________________________.
• Enables humans to put together any
combination of words from memory +
create sentences ______________
__________.
• The process of thinking depends on
several devices or ____________ –
images, symbols, concepts,
prototypes, + rules.
• Units of • An image is a visual, mental representation of an
thought
_________________.
• Most _________________ of thought.
• It’s often not an __________ – usually only
contains highlights of the original.
• A symbol is an ________ unit of thought of a sound,
object, or design that represents an object or quality.
• Most common symbol is _____. Others include
punctuation, numbers, + letters.
• A concept is a label for a class of objects or events
that have at least 1 attribute in common. - ________
• Allow us to ____ large amounts of information.
• A prototype is a representative ______ of a concept.
• Ex. When you hear the word car, you think of a
Toyota Camry.
• A rule is a _____________________ b/w concepts.
• Ex. You can’t be in 2 places at once. 2+2=4.
The sun rises in the east + sets in the west.
• Kinds of
thinking
• Directed or convergent thinking is a
systematic + ________ attempt to reach a
specific goal or answer (like the solution to a
math problem).
• Deliberate + _____________.
• Nondirected or divergent thinking is a _____
______ of thoughts w/ no particular plan +
depends more on _________.
• Usually rich w/ _________ + fantasies.
• Can provide unexpected insights into a
person’s goals + beliefs.
• Metacognition is the awareness of one’s own
cognitive processes (_________________).
• Thinking about your strategy might
make you re-evaluate it + come up w/ a
_________________.
• Problem
solving
• One of the main functions of directed thinking is
to __________________.
• Strategies for solving problems include:
• Breaking down a large problem into
________________.
• ______________ from your goal to
the beginning.
• _______________ options to reach
goal.
• We tend to use the ______________ that
worked in the past.
• An algorithm is a ______________________ for
solving a problem.
• They can be time-consuming.
• Heuristics are __________________ or rules of
thumb that simplify a problem.
• Can lead to _____ solutions, but may be bad
ones.
• A mental set is a habitual strategy or _______
_____________________.
• Can lead to rigidity (an inability to look at
other _________).
• Functional fixedness is the inability to imagine
_____________ for familiar objects.
• Less likely to occur w/ ______ problems.
• To overcome this, you must look for new
ways of solving problems – get _______!
• Creativity
• The capacity to use information +/or
abilities in a _____________________.
• Characteristics of creative thinking:
• Flexibility – the ability to overcome
__________
• Recombination – the rearranging of
the elements of a problem to arrive at
an ________________.
• Insight – the apparent sudden
realization of the _______________
_____________.
• Occurs when you step away
from a problem for awhile but
still think about it on an
____________________.
• The “aha” experience.
End Section 1
• Language
• The expression of ideas through symbols + sounds that
are arranged ___________________.
• Lets us communicate facts + _______.
• It allows us to tell each other about the __________
_____________.
• Consists of 3 elements - phonemes, morphemes, +
syntax.
• Phonemes are ___________ – it may be a single
letter like t or a combination of letters like sh.
There are about ____ recognizable sounds, but
not all sounds are used in any languages.
• Morphemes are the smallest ___________ – it
may be a letter, word, prefix, or suffix.
• Syntax are _______________ that govern how
words can be combined to form meaningful
phrases + sentences. The rules of language
differ in ___________________.
• Semantics is the study of _________________. You
learn to determine a word’s meaning based in part on
its context.
• Language
development
• B.F. Skinner believed that children learned
language through ________________.
• Adults would smile + nod at _______
sounds/words.
• Critics argue that children _________
language before they speak + believe
that children learn the rules of
language before they receive any
___________.
• Some psychologists believe children use
______________ (observation + imitation).
• Noam Chomsky believed that reinforcement +
social learning both played a part in language
development but theorized that infants
inherit a _____________ that enables them
to learn grammar.
• How language • There are 4 steps in every
develops
language/culture:
1. _______ (around 4 mo.) – infants are
learning to control their vocal cords +
to make, change, repeat, + imitate the
sounds of their parents.
2. ________________ (around 1st yr.).
3. ________________ (around end of
2nd yr.).
4. ____________________ (2-3 yrs.).
• Gender +
cultural
differences
in language
• People use language to communicate their
_________ + express their ideas.
• Some believe that our language affects our
_____________________ of the physical
world. This is known as linguistic relativity.
• Also some believe that our language affects
our _________________.
• Some words create _________
_____________ (ex: congressman,
chairman, ballerina, etc…).
• We tend to automatically use
___________________ for certain
jobs (ex. teachers tend to be “she” +
doctors tend to be “he”).
End Section 2
Ch 12 – Motivation and Emotion
• Motivation
• An internal state that activates behavior +
directs it _______________.
• Causes us to act certain ways at
_____________.
• B/c motivation can’t be _______________,
psychologists infer motivation from goaldirected behavior.
• In other words, they determine what
your motivation is by looking at what
you are __________________.
• There are 4 theories about motivation:
• ________
• Drive-reduction
• ________
• Cognitive
• Instinct Theory
• It’s been proposed that humans are
motivated by a variety of _______.
• Instincts are natural or ________
_________ of an organism to make
a specific response to certain
stimuli w/o involving _________.
• Innate tendencies that
__________________.
• Occur in almost the same way
among all members of a _______.
• Human instincts include things like
parental love, sociability, sympathy,
curiosity, __________, etc…
• A flaw in the instinct theory is that
instincts don’t explain behavior;
they just ___________.
• DriveReduction
Theory
• A need is a biological or psychological
_______________________________.
• A need produces a _______.
• A drive is an ______________ that can change
over time + orients an individual toward a
specific goal(s).
• It motivates an organism toward a _____.
• Ex. Hunger drives us to eat + fatigue
drives us to rest.
• Psychologist Clark Hull traced motivation back
to basic __________ needs. He believed when
an organism is deprived of something it needs or
wants, it becomes _____ + agitated. It strives
to maintain homeostasis (the tendency of all
organisms to maintain a ________________).
• The organism will engage in _______
behavior until it does something that
relieves the ______. It will then ______
that behavior next time that drive is felt.
________
_________
__________
DriveReduction
Theory
________
_______
____
______
• Hull believed that all human motives are
extensions of __________________. Ex. the
need for social approval could be __________
through having a smiling parent fulfill your
needs as an infant.
• BUT in Harry Harlow’s experiment, baby
monkeys would often attach themselves
to a cloth surrogate monkey w/o food
instead of a wood + wire monkey w/ food,
showing the _____________________
__________.
• Overlooked that some experiences are
just _____________________.
• Don’t reduce biological drives, but
serve as __________ or goals.
• Also, we sometimes engage in behavior
that
the __________________ (ex.
riding on a roller coaster).
• Read p.318 “A Balance for Living”
• Incentive Theory
• Stresses the role of the
_________ in motivating behavior.
• Believe that _____________ are
directed toward a goal or incentive
(an external stimulus, reinforcer,
or reward that motivates
behavior).
• Drives _____ us to reduce needs,
but incentives _____ us to obtain
them.
• Ex. Hunger drives us toward
the kitchen, but the sandwich
is the incentive.
• The _____ the drive, the ______
the incentive must be.
• Cognitive
Theory
• Supporters believe that we ____________
_______ at certain times as a result of
extrinsic + intrinsic motivation.
• Extrinsic motivation refers to
engaging in activities that either
reduce _______________ or help us
obtain __________________.
• Intrinsic motivation refers to
engaging in activities b/c those
activities are ________________ or
b/c they fulfill our beliefs or
expectations.
• We often ___________________ b/c of
extrinsic + intrinsic motivations.
• The over-justification effect occurs when
people are given more ________________
than necessary to perform a task + their
_________ motivation
.
End Section 1
• Biological
motives
• These are needs that are _____________
_________ + physical well-being.
• The ______________ is designed so that
dramatic variations in blood sugar, water,
oxygen, salt, or essential vitamins lead to
changes in behavior designed to ________
_____________________.
• Ex. – Your body temperature drops +
you are cold, you shiver + put on more
clothes. If your body temperature
rises + you are hot, you sweat +
remove some clothes.
• Some biological needs include food, water,
oxygen, sleep, + __________________.
• Hunger
• Your body requires food to grow, to repair itself,
+ to ______________.
• The lateral hypothalamus is the part of the
hypothalamus that produces _______________.
• More active in ______ temperatures.
• The ventromedial hypothalamus is the part of
the hypothalamus that sends signals that tell you
to ________________.
• More active in ______ temperatures.
• Your blood sugar (or glucose) refers to the
amount of _________ available in the blood. If
these levels drop, you get hungry.
• There are other factors besides the biological
that influence hunger. These are known as
______________ hunger factors.
• Include: smells + appearance of food,
watching others eat, ________________,
boredom, stress, habit, etc…
• Obesity
• More + more evidence is showing that a
person’s weight is controlled by ________
__________.
• There is a _________________ that may
predispose some people to be obese.
• An overweight person is ___% over his/her
ideal body weight.
• An obese person is ___% over his/her ideal
body weight.
• Studies have shown that obese people are
more likely to respond to __________ (for
reasons other than ________).
• Social
motives
• These are needs that are learned from our
__________ w/ other people.
• The _________________ concerns the
desire to set challenging goals + to persist
in trying to reach those goals despite the
__________.
• Studies have shown that ___________ are
not always the most interesting + they
aren’t usually _________________. They
are also less likely to value intimacy in a
relationship. They often prefer to
associate w/ experts who will help them
achieve, instead of w/ more ___________.
• Some people are motivated not to achieve,
but b/c they have a ________________.
• These people tend to _____________
tasks + prefer easy ones that they are
confident they can _____________.
• They often find _________ to explain
their poor performances to maintain a
_______________. However, this
prevents them from taking
_____________ for their own actions.
• Some people ___________ b/c it may mean
that they are a _______ in some other way.
For ex, a woman may feel as if she is too
successful in a traditionally male-dominated
profession, than she is a failure as a woman.
• Maslow’s • Abraham Maslow created an order of needs that he
hierarchy
believed _______________.
of needs • He proposed that after we satisfy the needs at the
bottom of the triangle, we ___________ to the next
level, but if one of our lower needs ceases to be
satisfied, we may ____________ the hierarchy.
• Fundamental needs are biological drives
that must be satisfied to ___________.
COPY THIS!!!
• Psychological needs are the urge to
belong, to give + receive love, + to
acquire _________.
*Like fundamental needs, these can
only be filled by an ___________.
• Self-actualization needs are the pursuit
of knowledge + beauty or whatever else
is required for the realization of one’s
____________________.
• Not everyone reaches the ______________.
• Some debate his belief that there is an ___________
________.
End Section 2
• Emotions
•
•
•
•
•
Are a set of _____________ to stimuli involving
subjective feelings, physiological arousal, +
_____________________.
Provoked by real or _______________ or events
that have high significance to the individual.
They help us ____________ + communicate what
is going on inside of us.
Result from 4 occurrences:
1. You must interpret some ___________.
2. You have a subjective ____________.
3. You experience _____________ responses.
4. You display an _____________________.
All emotions have 3 parts:
1. ________ – arousal of the person/how the
body responds to the emotion.
2. ________ – outward expression of emotion.
3. _______ – how we think about or interpret
a situation.
• Emotional intelligence is the ability to
perceive, imagine, + understand emotions
+ to use that information in _________
_________.
• It helps us gauge the situation
determine an _______________.
• Studies have shown that certain basic
facial expressions are innate – part of
our ___________________.
• Emotions are ___________, but the
expression of them is _____ by learning
how to express them. We are taught
how + when it is __________ to display
certain emotions.
• Theories of
emotions
• We associate feelings w/ a sudden
or
in
energy, muscle tension + relaxation, + sensations
in the _____________________.
• Physiological theorists like William James argue
that we don’t feel emotions b/c of a stimulus,
but that we feel emotions b/c of the ________
__________________ to a stimulus.
• So ________ don’t cause bodily changes,
instead, bodily changes cause _________.
• Similarly, the Facial Feedback Theory
states that our conscious experience of
emotion results from the ________
_______ we receive from the _______ in
our faces.
• Critics argue that bodily reactions
_______________, but don’t cause them.
• Cognitivists argue that ______________ +
thinking work together to produce emotions.
• What you feel depends on how you
_______________________.
• Perception + arousal interact to create
____________.
• When people can’t explain their
physical reactions, they take cues from
their ____________.
• Researchers believe that _______ may play
an important role in our ______ as humans +
in our ability to achieve goals b/c they spur
us into _________.
• Emotions + physical changes are _________.
End Section 3