Lecture 4 Flashcards
How does emotion work
Stimulus comes in -> primary appraisal process (immediate increase in physiological arousal) -> secondary appraisal process (interpretation of the stimulus in combination with the environment) -> emotional experience
Prosocial behaviour
The acts people engage in to help others
Cognitive developmental perspective of moral reasoning
- Preconventional moral reasoning up to 9 years - reasoning based on punishments and rewards instead of what is right
- Conventional moral reasoning most adolescents and adults - reasoning based on social conventions and laws
- postconventional moral reasoning 0-15% - further from laws and rules but deciding on the greater good.
Moving up on moral reasoning rules
When a child is ready and is exposed to further moral reasoning, follows a pattern of consolidation, in which the reasoning is consistent to transition, more variability in reasoning, back to consolidation.
Shame
Others are perceiving you negatively
Guilt
You see your own behaviour as negative
Adolescence as a period of turmoil
Yes, negative emotions become more frequent and intense, no, emotional fluctuations seem to decrease.
Emotional regulation
The skills we use to alter the intensity and duration of our emotional experiences to accomplish our goals:
* Not feeling worse
* Feeling better
* Conveying our emotions towards others
Re-appraisal
Taking a different perspective
Avoidance
Efforts to relieve yourself from the stressor, boys are more likely to use this
Denial
Pretending the stressor does not exist
Suppression
Consciously ignoring and suppressing the stressor
Rumination
Thinking repetitively about the stressor but not acting
Emotional awareness (emotional intelligence)
- Emotion regulation
- Understanding self
- Empathy
Affective empathy
Feeling the same as the other does
