7 Emotions 2 Flashcards
(35 cards)
Q: What is emotional contagion?
A: Emotional contagion refers to the rapid, automatic responses to emotional expressions in another person, often leading to mimicry of those emotions.
Q: What is affective empathy?
A: A: Affective empathy involves feeling and experiencing what another person is feeling, often through recognition, sensitivity, and appropriate affective responses.
Q: What are parallel responses in empathy?
A: A: Parallel responses in empathy occur when individuals experience similar emotions to those of another person, mirroring their emotional state.
Q: What is cognitive empathy?
A: A: Cognitive empathy involves recognizing and understanding that another person is feeling something different from what you are feeling, often through theory of mind and perspective taking.
Q: What is the ventromedial prefrontal cortex (vmPFC) associated with in empathy?
A: A: The ventromedial prefrontal cortex is associated with cognitive empathy, particularly in recognizing and understanding the emotions of others.
Q: What is the inferior frontal gyrus (IFG) associated with in empathy?
A: A: The inferior frontal gyrus is associated with emotional empathy, particularly in feeling and experiencing the emotions of others.
Q: What is prosocial motivation?
A: A: Prosocial motivation refers to the intention to respond compassionately to another person’s distress, often serving as a precursor to prosocial action.
Q: What is the ECQ used for in measuring empathy?
A: The Empathy Quotient (ECQ) is a self-report questionnaire used to measure empathy. It consists of items assessing cognitive ability, cognitive drive, affective ability, affective drive, and affective reactivity.
Q: How does the ECQ assess empathy?
A: A: The ECQ assesses empathy through self-reported responses to items related to cognitive and affective aspects of empathy, including abilities, drives, and reactivity.
Q: What are some sex differences observed in empathy, as indicated by the ECQ?
A: A: Sex differences are observed in various components of affective empathy, with significant differences evident in affective ability, drive, and reactivity. However, only small differences are typically observed in cognitive empathy.
Q: How was the development of empathy studied in a longitudinal study with 497 participants aged 13-18 years?
A: A: In the longitudinal study, participants’ self-reported empathy was assessed at six different time points to examine changes over time, particularly looking for any differences between sexes.
Q: What are some neural correlates associated with empathy networks?
A: A: Neural correlates associated with empathy networks include brain regions such as the inferior frontal gyrus, posterior dorsal medial frontal gyrus, ventromedial gyrus, supramarginal gyrus, and anterior dorsal medial frontal gyrus. These regions are involved in affective and cognitive aspects of empathy.
Q: According to Darwin and Ekman, are expressions of emotion innate or learned?
A: Darwin observed children communicating with people in different countries, leading Ekman to conclude that expressions of emotions are unlearned, as they are consistent across cultures not exposed to each other.
Q: What did Matsumuto’s research with congenitally and noncongenitally blind athletes suggest about the expression of emotions?
A: A: Matsumuto’s research found few differences in emotional expressions between congenitally blind and noncongenitally blind athletes, suggesting that emotional expression is innate and does not require learning by imitation.
Q: What did Sauter et al.’s study on the Himba people and European English speakers reveal about the communication of emotions?
A: A: Sauter et al. found that groups were better able to identify basic emotions from their own cultural group, indicating that positive emotions are communicated with culture-specific signals. This suggests that facial expression can be culturally specific.
Q: What did Jack et al. discover about the timing of facial expressions in cross-cultural analysis?
A: A: Jack et al. found cultural specificity in the timing of facial expressions, indicating that the face and facial expressions convey emotional intensity in culturally specific ways.
Q: What are some findings regarding the communication of emotions in terms of brain activity and sex differences?
A: A: Meta-analyses show consistent engagement of the amygdala and its connectivity with distributed networks across discrete and dimensional emotions. There is left-hemisphere dominance of the amygdala and anterior insula across emotions, but category-specific lateralization of the ventromedial prefrontal cortex (vmPFC). Additionally, research by Hinojosa et al. and Proverbio suggests sex differences in the processing of facial information, with males showing right-sided asymmetry of bioelectrical activity and females showing left-sided asymmetry.
Q: What did research on developmental differences in emotion recognition reveal about the processing of vocal versus facial emotions?
A: A: Research involving 88 children aged 4-11 years and 21 adults showed that developmental trajectories of emotion processing differ as a function of emotion type and stimulus modality. Vocal emotion processing exhibited a more protracted developmental trajectory compared to facial emotion processing.
Q: What is alexithymia, and what are its characteristics?
A: Alexithymia is a psychological trait characterized by an externally oriented cognitive style, leading to difficulty in identifying and describing one’s own feelings.
Q: Is alexithymia considered a stable trait across the lifespan?
A: A: Yes, alexithymia is generally considered to be a stable psychological trait that persists across an individual’s lifespan.
Q: What is the range of alexithymia in the population, and what are some common co-occurring conditions?
A: A: Alexithymia ranges from low to high within the population and is often accompanied by conditions such as depression and anxiety.
Q: What did the research by Hogeveen and Grafman reveal about the relationship between alexithymia and social cognition?
A: A: Hogeveen and Grafman found that alexithymia significantly predicted abilities related to emotion recognition, empathy, and emotion regulation. However, it did not predict the representation of others’ affective and cognitive mental states. This suggests that alexithymia plays an intervening role in social cognitive functioning.
Q: What is the simulationist hypothesis regarding emotion recognition?
A: The simulationist hypothesis suggests that emotion recognition involves the simulation of the emotion being observed, often by imagining ourselves making the same expression. This process recruits brain regions associated with somatosensory processing.
Q: What did Adolphs et al. find regarding the role of the somatosensory cortex in facial emotion recognition?
A: A: Adolphs et al. found that individuals who were poorest at facial emotion recognition had damage to the somatosensory cortex. This suggests that when we see a facial expression, we unconsciously imagine ourselves making that expression, thus recruiting the somatosensory cortex.
