CogBio - Cognition and emotion 17.18 Moodle.pptx

CogBio - Cognition and emotion

1. Cognitive and Biological Psychology Psychology cognition and emotion Dr Carol Opdebeeck Office Hours: 10am-1pm Wednesdays 3.52 [email protected] STWink Eye With thanks to Dr Nick Davis

2. Learning Objectives Explain the foundations and principles of the relationship between emotion and cognition Explain the developments and perspectives of cognitive theories of emotion Describe recent empirical research on the interaction of emotion and cognition Eysenck and Keane’s chapter 15

3. Keywords Dissociative identity disorder Inter-identity amnesia - Affective infusion Attentional bias Explicit memory bias Implicit memory bias Emotion regulation Attentional counter-regulation Affective blindsight Preparedness Mood-state-dependent memory Mood congruity

4. What do we think about the term ‘emotion’

5. What do we think about the term ‘emotion’

6. Definition Emotions are feelings (or affect states ) that involve a pattern of cognitive, physiological and behavioural reactions to events (Holt et al, 2012, p. 425) Positive or negative; Differ from moods Emotions are short-lived, stimulus-triggered states Moods are less intense, but more persistent

7. Linked to Motivation We react emotionally only when our goals are met, threatened or frustrated

8. Why study emotion

9. Why study emotion Adaptive Functions

10. Why study emotion Social Communication

11. Why study emotion? Emotion regulation and Emotional intelligence “Anyone can become angry … that is easy. …But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way … that is not easy.” ( Aristotle)

12. Why study emotion? Emotion regulation and Emotional intelligence (EI) “Anyone can become angry … that is easy. …But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way … that is not easy.” ( Aristotle) Emotional intelligence (EI) “The capacity for recognising our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” ( Goleman, 1995) Daniel Goleman Introduces Emotional Intelligence

13. Emotional Intelligence (EI) Daniel Goleman Comprises 4 elements:- Self-awareness; Self-management; Empathy; and Skilled social relationships

14. Emotional Intelligence (EI) Daniel Goleman Comprises 4 elements:- Self-awareness; Self-management; Empathy; and Skilled social relationships Results of meta-analysis Anti-social beh . ↓ 10% Pro-social beh . ↑ 10% Academic perf. ↑ 11%

15. Why study emotion? Subjective well-being (SWB) People’s emotional responses and their degree of satisfaction with various aspects of their life

16. Categories or Dimensions? Innate and universal emotions (Darwin, 1965; Ekman, 1992, 1999)

17. Categories or Dimensions? Innate and universal emotions (Darwin, 1965; Ekman, 1992, 1999) 6 / 7 (Ekman, 1992) 8 ( Plutchick , 1980) 10 (Izard, 1992) Categories

18. Dimensional Approach Valence:- Pleasure – displeasure; Arousal:- Activated - deactivated Circumplex Model (e.g. Colibazzi et al., 2010)

19. Nature of Emotions Four common Features:- Emotions are triggered by eliciting stimuli (internal or external); Emotional responses result from our appraisals of these stimuli; Bodies respond physiologically; Emotions include behaviour tendencies Expressive (e.g. smiling, crying) Instrumental ( e.g. fighting back in self-defense )

20. Eliciting Stimuli Cognitive Appraisal Physiological Responses Expressive Behaviours Instrumental Behaviours

21. Differences in appraisal to the same object, person or event can trigger different emotional reactions

22. Culture and Appraisal Cross –cultural research Wallbott and Scherer (1988), 27 countries; Findings:- Cross-cultural similarities in the types of appraisals that evoked joy, fear, anger, disgust Mesquita and Markus (2005) Cross-cultural differences in interpretation of situation (e.g. being alone)

23. Appraisal theories “Appraisal theories claim that appraisals start the emotion process, initiating the physiological, expressive, behavioural, and other changes that comprise the resultant emotional state.” ( Roseman and Smith, 2001 , p. 7 ). Richard Lazarus (1966 , 1982) there are three forms of appraisal: Primary appraisal : an environmental situation is regarded as positive, stressful, or irrelevant to well-being. Secondary appraisal : account is taken of the resources the individual has available to cope with the situation. Reappraisal : the stimulus situation and the coping strategies are monitored, with the primary and secondary appraisals being modified if necessary . 2 kinds of appraisal processes Automatic Conscious, deliberate, and volitional.

24. Expressive Behaviours Facial expression of emotion Facial Action Coding System (FACS); Ekman and Friesen, (1987) Situational cues important when judging emotions ( Keltner and Ekman, 2000)

25. Culture and Emotional Expression Disgust Surprise Sadness Anger Fear USA (n = 99) 92% 95% 84% 67% 85% Brazil (n = 40) 97% 87% 59% 90% 67% Chile (n = 119) 92% 93% 88% 94% 68% Argentina (n = 168) 92% 95% 78% 90% 54% Japan (n = 29) 90% 100% 62% 90% 66% Source: Holt et al., p 432

26. Instrumental Behaviours Directed at achieving some emotion-relevant goal; Level of arousal and task complexity interact to affect task performance

27. Speisman , Lazarus, Mordkoff , and Davison (1964) Research Question: Can experimentally manipulated cognitive appraisals influence arousal responses to external stimuli? Type of study: Experiment Procedure: Students watched an anthropology film, Subincision in the Arunta, depicts in graphic detail an aboriginal puberty rite. To study the effects of Ps appraisal, Rs experimentally varied the film’s soundtrack:- Trauma soundtrack; Denial soundrack ; Intellectualisation soundtrack; Silent control condition

28. Speisman , Lazarus, Mordkoff , and Davison (1964) IVs: Experimentally manipulated soundtrack conditions DV: Arousal (skin conductance) responses while viewing the stressful film Compared to the control… Denial and intellectualisation both reduced physiological arousal Cognitive ‘strategies’ can affect how we respond to emotional situations

29. Anxiety, depression and cognitive biases V ulnerability to clinical anxiety and depression depends in part on various cognitive biases (Beck & Clark, 1997; Williams, Watts, Macleod, & Mathews, 1988, 1997) Cognitive therapy (and cognitive-behavioural therapy) should focus on reducing or eliminating these cognitive biases as a major goal of treatment. Cognitive biases: Attentional bias : selective attention to threat-related stimuli presented at the same time as neutral stimuli. Interpretive bias : the tendency to interpret ambiguous stimuli and situations in a threatening fashion. Explicit memory bias : the tendency to retrieve mostly negative or unpleasant rather than positive or neutral information on a test of memory involving conscious recollection. Implicit memory bias : the tendency to exhibit superior performance for negative or threatening than for neutral or positive information on a memory test not involving conscious recollection.

30. Summary Emotions are processes that affect, and are affected by, cognition Emotions may be viewed either in categories (e.g. Darwin) or in dimensions (e.g. circumplex model) Cognitive interactions with emotions may have short-term benefits, but may relate to mood disorders