Vids
 CC: Feeling all the feels
https://www.youtube.com/watch?v=gAMbkJk6gnE&index
=25&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6
 Emotions Revealed https://www.youtube.com/watch?v=-
PFqzYoKkCc
 Eckman, Lie Detection
https://www.youtube.com/watch?v=EXm6YbXxSYk
Day 2: Feeling All the Feels
Emotion
 Compare and contrast major theories of emotion (e.g.,
James–Lange, Cannon–Bard, Schachter two-factor theory).
 Describe how cultural influences shape emotional
expression, including variations in body language.
 Identify key contributors in the psychology of emotion
Emotions
 A vital ingredient in making
effective personal decisions
 But can spin out of control
Copyright © Allyn & Bacon 2007
Copyright © Allyn & Bacon 2007
What Is Emotion?
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A four-part process consisting of …
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1. physiological arousal of the body
2. cognitive interpretation of events and
feelings…conscious and unconscious
3. subjective feelings
brain senses state of arousal.. also memories of similar situations
4. behavioral expression
emotions produce behavior….anger produces a middle finger
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Copyright © Allyn & Bacon 2007
Universal Emotional Expression
 Humans
share a set of
universal
emotional
expression
 This testifies
to a common
biological
heritage
anger
sadness
joy
But all emotional expressions are
not universal across cultures…
culture influences emotional
Copyright © Allyn & Bacon 2007
expression
Cultural Universals in Emotional
Expression
 Display Rules
Permissible ways of displaying emotions in a particular
society
 For Example:
 Asian children taught to check emotions
 American children taught to express them
© Allyn & Bacon 2007
1/16/2015
 DO NOW:
 Define: display rules (give an example)
 Positive reinforcement
 Classical conditioning
 8th p: Prepare for reading quiz.
 Notes and study guide etc
 Paper w/your name on it, pencil
 Pen for grading
 Goals for today:
 Complete emotions slides
 CC Emotions and Stress
 Ted talk: Self Confidence https://www.youtube.com/watch?v=w-
HYZv6HzAs
 Discuss STRESS
Paul Ekman
 Universal facial expressions
 Facial Action Coding System
http://www.youtube.com/watch?v=-PFqzYoKkCc
 Microexpressions (Lie detection)
http://www.youtube.com/watch?v=EXm6YbXxSYk
 Emotions Demonstration
PLUTCHIK’S EIGHT BASIC HUMAN
EMOTIONS
 Joy, Trust, Fear, Surprise,
Sadness, Anticipation, Anger, and
Disgust
 Joy
opposite of
Sadness
 Fear opposite of
Anger
 Disgust opposite of
Trust
 Anticipation opposite of
Surprise
Copyright © Allyn & Bacon 2007
The Nature of Emotions
by Plutchik
His three-dimensional
model describes the
relations among emotion
concepts.
The cone’s vertical
dimension represents loss of
intensity
The circle represents
degrees of similarity among
the emotions.
Copyright © Allyn & Bacon 2007
The 8 sectors are designed
to indicate that there are 8
primary emotion
dimensions defined by the
theory arranged as 4 pairs
of opposites.
The Real Smile
 Can you identify the social smile versus the genuine,
“Duchenne” smile? Real smiles involve muscles around
both the eyes and cheeks.
Copyright © Allyn & Bacon 2007
 A "real" smile raises the lips
and causes "crow's feet" around
the eyes
Copyright © Allyn & Bacon 2007
Theories of Emotion
 James-Lange Theory:
 Cannon-Bard Theory:
 Schachter-Singer (two-factor theory)
 Other: cognitive appraisal
Theories about emotion:
1. James-Lange Theory: We have a psychological response
& we label it as an emotion:
"I see a shark, my muscles tense, I feel afraid."
1. Cannon-Bard Theory: We have an emotional response &
we feel the physiological response:
"I see a shark, I feel afraid, my muscles tense."
1. Schacter-Singer Theory: We experience feelings & then
label them:
"I feel bad. I must be scared."
1. Cognitive Appraisal: When there is no physiological
arousal.
“we experience something; we think about it, we label it as an emotion.”
YouTube: Charles Schallhorn - Theories of Emotions
Emotions are difficult to understand.
We assume they are physiological at
some level, but often is a cognitive
component.
However, unlike other areas of cognition,
emotions are not directly under our
control.
JEALOUSY is a great example!
Experience that is very common but difficult to
explain: just like much of psychology
Emotional Intelligence
 -the ability to perceive, understand, manage, and use
emotions
-EQ is a better predictor in future success than IQ
E.I.
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(Goleman Model,1995)
Self-awareness — the ability to read one's emotions and
recognize their impact
Self-management — involves controlling one's emotions
and impulses and adapting to changing circumstances.
Social Awareness — the ability to sense, understand, and
react to others' emotions
Relationship Management — the ability to inspire,
influence, and develop others while managing
conflict.
Copyright © Allyn & Bacon 2007
Detecting Deception
 People can also control their emotions to deceive
 Polygraph –
Device that records the graphs of many measures of physical
arousal; often called a “lie detector” really an arousal detector
Copyright © Allyn & Bacon 2007
Lateralization of Emotion
 The two cerebral hemispheres specialize in
different emotions
 Right Hemisphere
 Negative emotions…..anger, depression, hate, disgust
 Left Hemisphere
 Positive emotions….joy, happiness, delight, mirth
Arousal and Emotion
The Neuroscience of Emotion
 The autonomic nervous system:
 Parasympathetic Division: Usually dominates pleasant emotions
 Sympathetic Division: Becomes active when startled or by an unpleasant
emotion
 Neurotransmitters:
 Serotonin ….feelings of depression
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Epinephrine (adrenalin)…produced by fear
Norepinephrine …more abundant in anger
Steroids
Achievement Motivation
People who have LOW achievement
motivation prefer very easy or very
difficult tasks.
People with HIGH achievement motivation
prefer moderately difficult tasks.
Failure is unlikely - no embarrassment
Success is attainable, yet attributable to
their skill and effort.
Achievement Motivation
Does high achievement motivation mean success in life?
Leadership Style
Task Leadership: goal oriented leadership that sets
standards & organizes work.
Social Leadership: group oriented leadership that builds
teamwork, mediates conflict & offers support .
SOCIAL MOTIVATION
David McClelland (1950s) explored what motivated
humans to challenge themselves, particularly in relation
to others.
McClelland’s theory: Need for Achievement
Used experimental data based on participants' descriptions
of ambiguous pictures to support his claims.
In longitudinal studies,
McClelland found that subjects who
scored high on tests of achievement were
more likely to be entrepreneurs.
Other theories of social motivation claim that
Fear can be a very powerful motivator, with
some humans being driven by a fear of failure while
others are more afraid of success.
YouTube: Steve Jobs Commencement Address Stanford University 2005
STRESS
 Break
 Packet personal assessment
How and Why Do We
Experience Stress?
The human stress response to
perceived threat activates
thoughts, feelings, behaviors,
and physiological arousal that
normally promote adaptation
and survival
Copyright © Allyn & Bacon
2007
Stress and Coping
 • Stress
The response to events that threaten or
challenge a person
 • Psychophysiological disorders
 Medical problems that are influenced by an
interaction of psychological, emotional, and
physical difficulties
Stress and Stressors
 Stress
Stressor
 stressful
A physical
and
A
stimulus
mental
response to
…. a condition
a challenging
demanding or
threatening
adaptation
situation
Categorizing Stressors
Cataclysmic events
– Strong stressors that occur suddenly,
affecting many people at once
• Personal stressors
– major life events such as the death of a
family member, that have immediate
consequences that generally fade with time
•
Categorizing Stressors
 Posttraumatic stress disorder (PTSD)
 – Phenomenon on which victims of major
catastrophes or strong personal stressors feel
long-lasting effects that may include reexperiencing the event in vivid flashbacks or
dreams
 • 9/11 terrorist attacks
Categorizing Stressors
 Background stressors “Daily hassles”
 – Everyday annoyances that cause minor
irritations and may have long-term ill effects if
they continue or are compounded by other
stressful events
 Ex: being stuck in traffic
 – “Uplifts”
 •Minor positive events that make one feel good
Psychophysiological disorders
 – Psychosomatic disorders
Medical problems influenced by an
interaction of psychological, emotional, and
physical difficulties
Do Now
 Define:
 emotional intelligence
 extrinsic motivation
 classical conditioning
 Today: complete stress, Ted Talks, review
Wednesday Finals Schedule
January 21, 2015
5th Period
6th Period
 Lunch (combined)
7th Period Final
8th Period Final
9:55-10:55 (60 minutes)
11:00 – 12:00 (60 minutes)
12:00-12:37
12:42-2:06 (final – 84 minutes)
2:11-3:35 (final – 84 minutes)
 Watch Ted Talks
 Psychology of Self Motivation
https://www.youtube.com/watch?v=7sxpKhIbr0E
 Sweat the small stuff:
https://www.ted.com/talks/rory_sutherland_sweat_the_small_stu
ff
 Self confidence https://www.youtube.com/watch?v=wHYZv6HzAs
 Due next class:
 Learning study guide
 Motivation/Emotion Vocab packets—completed!
Test format
 38 questions x 2 points a piece = 76 points possible
 2 questions w/more than 1 answer. Get either possible guess and
you get full points. 
Stress and the Immune System

The human immune system response, which evolved to
respond to short-term stressors, may react to chronic stressors
by breaking down and turning on itself
The Physical Stress Response
 Arousal: Increased physiological state
Copyright © Allyn & Bacon 2007
The Physical Stress Response
 Acute Stress
A temporary pattern of arousal caused by a stressor with a
clear onset and limited duration
 Example: flashing blue lights in your rearview mirror
 Chronic Stress
A
continuous state of stressful arousal persisting over time
 Example: A bad marriage
Copyright © Allyn & Bacon 2007
The Physical Stress Response
 Fight-or-Flight Response A sequence of internal processes
that prepares the organism for struggle or escape
 Withdrawal: If fight or flight is not possible, or stressor is too
much to handle, the organism may ‘freeze’
 Ex: Deer in the headlights
Copyright © Allyn & Bacon 2007
The General Adaptation Syndrome
(GAS)
• A pattern of responses to any serious chronic stressor
• Prolonged stressor response can contribute to heart
disease, ulcers, arthritic, asthma, even death
Copyright © Allyn & Bacon 2007
General Adaptation Syndrome
G. A. S.
3 Stages
1. Alarm
2. Resistance
3. Exhaustion
Healthy Adaptation or Illness
Copyright © Allyn & Bacon 2007
Stage One - Alarm Reaction
• 1. Body mobilizes its resources to cope with a stressor
• 2. Hypothalamus sets off a response through the
endocrine system
• 3. Adrenal hormones are released
• 4. The sympathetic nervous system is activated
Sympathetic
--Mobilize energy from stores, inhibit further
storage
IF STRESSOR IS
NOT REMOVED
IN TIME,
THE ORGANISM
MOVES TO
© Allyn & Bacon 2007
NEXTCopyright
STAGE
Inhibit digestion, growth, reproduction, immunity
--Increase HR, BP, breathing
--Fight or flight response
--Analgesia
--Aspects of senses and memory improve
Stage Two - Stage of Resistance
• Arousal (Alarm reaction) subsides
• The parasympathetic system activates adrenal output slows
• If a second stressor is introduced, the organism may not be
able to adapt
Resistance
Body tries to adapt to stressor
Hormonal changes to cope with stress
Conservation of resources
Effects on activity level, feeding etc.
IF STRESSOR IS NOT REMOVED IN TIME,
THE
ORGANISM
MOVES TO NEXT STAGE
Copyright © Allyn
& Bacon
2007
Stage Three - Stage of Exhaustion
• Organism tires fighting stressor
• Symptoms of Alarm Stage (Stage One) reappear
• Parasympathetic system overcompensates in an attempt to stop
surging hormones
IF STRESSOR DOES NOT DISAPPEAR IN TIME
DEATH OCCURS
Copyright © Allyn & Bacon 2007
The General Adaptation Syndrome
Alarm
reaction
– the body
mobilizes it’s
resources to
cope with a
stressor
Level of
normal resistance
Alarm Reaction
Copyright © Allyn & Bacon 2007
Resistance
– the body
seems to adapt
to the presence
of the stressor
Exhaustion
– the body
depletes it’s
resources
Successful Resistance
Illness/death
Resistance
Exhaustion
Personality Types and Stress
 Type A –

behavior pattern characterized by intense, angry,
competitive, or perfectionist responses to challenging
situations
 Type B –
 behavior pattern characterized
by a relaxed, unstressed
approach to life
Copyright © Allyn & Bacon 2007
Learned Helplessness
• State in which people conclude that unpleasant
or aversive stimuli cannot be controlled– a view
of the world that becomes so ingrained that they
cease trying to remedy the aversive
circumstances, even if they actually can exert
some influence
Psychological Responses to Stress
 Emotional, Cognitive, and Behavioral Responses
 Stress is associated with emotional, cognitive, and behavioral
responses. Some responses do not affect functioning, while others
can severely disrupt normal functioning.
 A. Emotional symptoms of stress can include crying, nervousness,
irritability, anger, sadness, anxiety, fear, feelings of dissatisfaction,
feeling overwhelmed and powerless, apathetic, or empty.
 B. Cognitive symptoms of stress can include memory problems,
distractibility, obsessiveness, or problems in concentration.
 C. Behavioral reactions to stress can include problems in
relationships, alcohol and substance abuse, compulsive eating,
teeth grinding, lowered sex drive, or uncommunicativeness
Positive Aspects of Stress
 Optimal arousal theory suggests that peak performance is related
to amount of stress.
 A. More stress can increase performance on simple tasks.
 B. Too much stress tends to decrease performance on complex
tasks.
 Key-balance
Mediators of Stress
 Responses to stress can be mediated by the following:
 A. Adequacy of coping skills—Having more than one way of dealing
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with problems is useful.
B. Availability of social support—Friends can help buffer the effects of
stress.
C. Intensity and duration of the stressor and history of previous
stressors affect stress.
D. Individual beliefs and values affect stress. Example: Locus of control
(a) Internal—A belief that a person has control over rewards and
punishments in life
(b) External—A belief that luck, chance, and powerful people
determine events
E. Gender (e.g., Bernstein, Penner, Clarke-Stewart, & Roy, 2003)—
Males express anger and use avoidance; females use support networks.
F. Cultural differences affect stress.
Resilience
 Capacity to adapt, achieve well-being, and cope with stress,
in spite of serious threats to development
Copyright © Allyn & Bacon
2007
Coping With Stress
Coping With Stress
• Coping
– Efforts to control, reduce, or learn to tolerate
the threats that lead to stress
• Emotion-focused coping
– Managing emotions in the face of stress
• Problem-focused coping
– Attempts to modify the stressful problem or source of
stress
• Avoidance
• Defense mechanisms
Coping Styles:
The Hardy Personality
 • Hardiness
 – Personality characteristic associated with a lower rate of
stress-related illness, consisting of three components
• Commitment
• Challenge
• Control
Social Support
• Mutual network of caring,
interested others
• Health and loneliness in college
students
– Can be psychologically painful
– Negative effect on the immune
system