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S2W1Emot Flashcards

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1
Q

Emotion

A

Pattern of changes including physiological, feelings, cognition and behaviour, in response to a situation.

Short, intense, cause clear, can make mood

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2
Q

Mood

A

A pervasive and sustained emotion that when extreme can influence one’s life.

Long, subtle, cause unclear, can causeemotion.

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3
Q

Basic v complex

A

Basic independent of culture.

Complex dependent on culture.

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4
Q

Robert Plutchik (1980) – bipolar emotions

A

Anger/Fear

Anticipation/Surprise

Trust/Disgust

Joy/Sadness

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5
Q

Dimensions of emotion

A

Watson and Tellegen (1985)

High/Low positive effect
High/Low negative effect

Barrett and Russell (1998)

Misery – Pleasure
Arousal – Sleep

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6
Q

History vs. Modern views

A

Past:

Independent of cognition
Physiological theories

Now:

Increased understanding of neural basis of cognition

Cognition and emotion NOT independent

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7
Q

Emotions and the brain

A

Brain structures subcortical

Fast and automatic

Relatively unfiltered

Trigger stimulus can be unconscious/conscious

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8
Q

The amygdala

A

Almond shape

Front of temporal lobe

Part of limbic system

Connection to other regions

Damage:

Impaired recognition of anger and disgust

Inability to match pictures of same person with different expressions.

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9
Q

Hypothalamus

A

Below thalamus, above brainstem

Part of limbic system

Connected with many levels of nervous system

Role in expression rather than production

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10
Q

Basal Forebrain

A

Part of subcortical nuclei

Links to cortical and limbic areas

Receives cortical and amygdala inputs

Cognitive-emotional integration via prefrontal loops

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11
Q

Ochsner et al. (2009):

Bottom up vs. top down

A

Bottom up: aversive photos, respond naturally

Top down: neutral photos, interpret as if aversive

BU condition:

Occipital, temporal and parietal lobes (vision)

Amygdala (negative affect).

TD condition:

Dorsolaterlal prefrontal cortex and medial prefrontal cortex (high-level cognition)

Anterior cingulate and amygdala.

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12
Q

Appraisal theories

A

Cognitive processes influence when and what emotions are experienced.

Most important processes involve appraisal.

Many different theories.

Conscious top-down processing

Distinction between conscious and automatic processing.

Situation>Appraisal>Emotion>Action

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13
Q

Smith and Kirby (2001) Appraisal

A

Appraisal can occur:

Automatically (activation of memories)

Consciously (reasoning; slower/more flexible)

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14
Q

Brosch (2013) Appraisal

A

Emotional responses occur due to evaluation of environmental changes

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15
Q

Schartau (2009) conscious appraisals

A

Viewed distress or horror films.

Eperienced less distress and horror when told to appraise the situation in both self-report and GSR

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16
Q

Winkielman et al. (2005) non-conscious emotional processing

A

Participants shown happy, angry or neutral faces subliminally

Those shown happy drank twice as much as angry.

Affective blind sight (affect from stimulus without awareness)

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17
Q

Appraisal theories: strengths

A

Appraisal determines whether we experience emotion and what it is.

Individual differences can be explained.

Distinction between conscious and automatic processes is valuable

Cognitive manipulations affect emotion

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18
Q

Appraisal theories: weaknesses

A

Situational appraisal not always crucial

Research focused on passive individuals

Theories focus on emotion due to current situation, not future

Causal structure may not be unidirectional

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19
Q

Emotional regulation and generation

A

Distinction between regulation and generation blurred:

Overlapping brain regions

Research suggests differences between emotion regulation and generation.

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20
Q

Process model

Gross & Thompson (2007)

A

Emotion Generation:

Situation>Attention>Appraisal>Response.

Emotional Regulation:

Situation selection – leaving a bad situation
Situation modification – ask a friend to come
Attention deployment – distraction/reappraisal
Cognitive change – trying to think positively
Response modulation

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21
Q

Troy et al. (2013) Emotion regulation

A

Participants with high appraisal ability had less depression when stress was uncontrollable.

Participants with high appraisal ability had more depression when stress was controllable.

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22
Q

Kohn et al. (2014): Regulation three stages

A
  1. Emotion Evaluation:

Ventrolateral prefrontal cortex

Initiates appraisal and signal needed for regulation

  1. Initiation of Regulation:

Dorsolateral prefrontal cortex

Processing regulation

  1. Execution of Regulation:

Regulates arousal by changing emotion

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23
Q

Kohn regulation strengths

A

Brain regions identified

Effectiveness of strategies is understood

Processes can be explicit or implicit

Influencing factors identified

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24
Q

Kohn regulation weaknesses

Study These Flashcards
A

Behavioural strategies of regulation more common

Environmental influences not accounted for (lab)

Processing not explained

Individual differences not accounted for

Distinction between generation and regulation not clear cut

25
Attention
Increased activation of occipital region following: Emotional compared to neutral expressions Emotional compared to neutral scenes Negative affect = narrowing of attention Positive affect = broadening of attention
26
Motivational intensity
The strength of the urge to approach a positive stimulus or move away from a negative one. Anger/Fear = high Sadness = low Happiness = high or low
27
Effect of emotion and motivational intensity in attention
+/- affect, high MI= narrow Helps people acquire desirable objects and avoid unpleasant ones. +/- affect, low MI= broaden Leaves people open to new opportunities
28
Talarico et al. (2009) MI and Affect
Recall emotional autobiographical memories Poor recall of peripheral details associated with negative emotions Sad memories had reasonably good recall (low motivational intensity) Good recall of peripheral details associated with positive emotions
29
Visual search tasks MI and Affect
Angry and happy faces are detected faster than neutral ones
30
Attentional blink paradigm MI and Affect
Stimuli presented in rapid succession and told to attend target stimuli. If 2nd target appears 180-450ms after 1st it is missed. If 2nd target is emotional such as ‘rape’ then it is not missed. Emotionally laden words reduce attentional blink.
31
Mood congruency and memory
Current affect leads to recall of information with similar affect. Happy at present time leads to recalling happy memories. Greater for positive than negative. Found in recognition tasks and retrieval of memories.
32
Mood dependency and memory
Memory improved if affect when learning is same as affect when remembered Happy affect aids recall learnt in happy mood. Greater for positive than negative. Neutral words remembered better when mood at encoding matches recall
33
Kenealy (1997) Mood-state-dependent memory
Music manipulates mood Participants learn route instructions Free or cued (map) recall Mood-state-dependent memory in free recall but not for cued. Memory likely to be mood dependent when effortful processing required (uncued)
34
Amygdala and mood dependent memory
Adolphs et al., (1997) Left amygdala damage associated with impaired memory for emotional stimuli Sergerie (2006) Right amygdala involved in emotional memory formation Left amygdala involved in emotional memory retrieval
35
Attention and memory | strengths
Evidence for mood congruity and mood dependent memory Effects explained by encoding specificity principle Increasing understanding of role amygdala plays in effects of mood on memory
36
Attention and memory | weaknesses
Narrowing/broadening having effect on LTM only partially correct Mood-state-dependent memory effects stronger with some tasks than others Amygdala role not fully understood Harder to find evidence for mood congruity and mood-state-dependent memory with negative mood (participants inclined to eliminate negative moods)
37
Effect of anxiety on decision making
Pessimistic Risk averse Inefficient processing Why? Threatening situations + uncertainty = anxiety. Leads to minimising risk taking to increase certainty
38
Effect of sadness on decision making
Pessimistic Risk taking if rewards involved Analytic processing Why? Unattainable goal = sadness Leads to abandon goal and low self-esteem. See environment as unrewarding = analytical thinking on new goals Leads to seek rewards to enhance self
39
Raghunathan and Pham (1999) sadness/anxiety and decisions
Job A (high salary + low job security) Job B (average salary + high job security) Those anxious state less likely to choose high-risk option. Those in sad state more likely to choose high-risk option.
40
Cryder et al. (2008) misery is not miserly effect
Sad individuals have diminished sense of self and acquire possessions to enhance self Sad individuals with high self-focus willing to pay 4 times as much for bottle
41
Effect of anger on decision making
Optimistic Risk taking when sole decision maker Heuristic processing Why? Obstacle to goal + Sense of control over situation = anger Leads to optimism about overcoming obstacle and of success.
42
Effect of happiness on decision making
Optimistic Risk averse Heuristic processing Why? Positive mood = motivated to stay in mood. Leads to avoidance of risky behaviour and analytical processing
43
de Vries et al. (2008) Heuristic/analytic processing
Happy prefer heuristic processing more than sad people. Put into happy/sad mood and told to use heuristic or analytic processing. People most satisfied with their decision making when using preferred strategy.
44
Persuasiveness of arguments | Griskevicius et al. (2010)
Found three positive mood states exhibited shallow (heuristic) processing. Another two positive moods (awe and love) associated with deeper processing than neutral.
45
Moral dilemnas: emotion vs. cognition (train)
Change direction of train to kill one person to save 5. 90% of people choose this No personal involvement Weak emotional reaction Push one person off a bridge to save 5. 10% of people choose this Personal involvement Strong emotional reaction
46
Deontological judgements
Using your heart Moral rules and affective system
47
Utilitarian judgements
Using your head. Cognitive system
48
Attentional bias
Tendency for a particular class of stimuli to capture attention.
49
Interpretive bias
Tendency to interpret ambiguous situations/stimuli in a particular way (often as threatening).
50
Explicit memory bias
Tendency to retrieve negative rather than positive information on memory tests involving conscious recollection.
51
Implicit memory bias
Tendency to demonstrate better memory for negative information on tests not involving conscious recollection.
52
Anxiety biases
Attention bias: attend to threat stimuli Interpretative bias: Interpret ambiguous cues negatively Explicit memory: Weak association Implicit memory: No
53
Dot-probe task
Two stimuli presented at same time During critical trials, one stimulus emotionally negative other neutral A dot is presented in the location of one stimulus. Indicate location of dot. RT shorter under attended areas (emotionally negative)
54
Cognitive biases and depression
Attention bias: favour negative information Interpretative bias: interpret ambiguous cues negatively Explicit memory: report more -than + memories Implicit memory: weak association
55
Joormann (2007) bias and depression
Impaired cognitive control in depressed individuals causes problems disengaging from negative information. They then elaborate on this information, leading to enhanced memory of negative information.
56
Cognitive bias modification
Two key features: Targets a bias known to the disorder Practising task which aids to reduce the bias Two main forms: Cognitive bias modification for attention (CBM-A) Cognitive bias modification for interpretation (CBM-I)
57
CBM anxiety
Multisession CBM = social phobia & GAD CBM-A reduces recurrent negative thoughts in chronic worriers
58
CBM depression
CBM-A reduces intensity of depression CBM-I reduces negative emotions following stress
59
Limitations of CBM research
Small sample sizes Small number of studies Suboptimal research quality Optimal program varies according to how many biases are present

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