QUIZ

Q1-What are the rules of

motivation?

Q2-Explain Motivational
conflicts?

Q3- What is Maslow’s

humanistic needs?
 Article
Environmental influences on
intelligence

Assignment
 Q1-What is intelligence?
 Q2-Explain two test that measure
intelligence?
 Cognition: Appraisal

EMOTION

Expression: Overt Physiology: Arousal

Created by Dr. Gordon Vesselss 2005

 Emotions
A state involving a pattern of
 facial and bodily changes,

 cognitive appraisals,

 and beliefs.

culture, in turn, shapes the

experience and expression of
emotion.
 THE PSYCHOLOGY OF
EMOTION
 Universal Facial Expressions
 Happiness
 Anger

 Disgust

 Sadness

 Fear

 Surprise
 Components of an
Emotion
 Affective state
 Physical reaction

 Thoughts & beliefs

 Facial expression

 Behavior (action tendencies)

Emotion Triggered by Behavioral response
1- Anger Being prevented from Destroy the thing
doing something you in your way
want
2- Fear Any threat or danger Protection often through
‘freezing’ so you are
not noticed
3- Sadness Loss of something Search for help
important and comfort
4- Disgust Something gruesome, Reject or push away the
awful thing that is revolting
5- Surprise A sudden unexpected Focus on the new thing,
event wide eyes take in as
much as possible
 
What are the Functions
of Emotions?
1. They are a source of information
2. They prepare us for action
3. They help us communicate with others,
e.g. facial expressions and attachment
 
4. They regulate social behaviour
5. They can create cognitive bias and
maintain self-esteem
 Culture and Emotions

 Research has uncovered that culture is a

determining factor when interpreting facial
emotions. The study reveals that in
cultures where emotional control is the
standard, such as Japan, focus is placed on
the eyes to interpret emotions. Whereas in
cultures where emotion is openly
expressed, such as the United States, the
focus is on the mouth to interpret emotion
 Three Ways to Measure
Emotion
Behavior
 Screaming,
 Facial expressions,
 Laughing,
 Aggression,
 Approach/avoidance,
 Activity level, smiling,
attention/distraction,
 Alertness,
 Insomnia, etc.
Body/Physical
 blood pressure,
 Tears,
 Heart rate,
 Neural images,
 Lie detector readings,
 Posture,
 Perspiration,
 Muscle activity when smiling,
 Frowning, etc.
Thoughts
observed indirectly through:
 spoken and written words on rating scales;
 answers to open-ended questions on surveys
and during interviews;
responses to projective instruments, sentence
stems, etc.
Emotion can interfere with many cognitive
operations such as rational/logical thinking and
the ability to objectively self-assess or perceive
the behavior and intentions of others.
 Primary & Secondary
Emotions
Primary emotions
are probably innate and universal
and include
fear,
rage,
surprise,
happiness,
joy, disgust
Secondary emotions
 are more complex and appear to be
acquired or learned
include optimism,
love,
humiliation,
hope,
vigilance,
optimism.
Emotions at work place
 A company employs the whole
person and must, therefore,
accept that people have feelings
and can be emotional.

 Emotions affect the way we

behave towards and relate to
others. They will also affect how
well we perform.
 Emotional labour is the effort we
make to express the emotions
desired by the company when we
interact with others.
 Dealing with emotional
employees
If you can deal with emotional
employees effectively, you will have
better communications and human
relations.
Guidelines:
 don’t try to make the person feel guilty
or bad with disparaging statements
 don’t argue with the him/her
 don’t agree or disagree with him/her
 use empathetic listening to try to put
yourself in his/her place
 use reflecting responses to paraphrase
the feelings of the emotional person
 encourage him/her to express his/her feelings
in a positive way

Once you have dealt with emotions, you

can then work on the content and solving
the problem.
Theories of Emotion
 (refers to William James and Carl Lange)
 According to this theory emotion
provoking stimuli will cause some change
in physiological state. The emotion is the
cognitive interpretation of these
physiological changes. In other words they
are a by-product (or cognitive
representation ) of automatic physiological
and behavioural responses.
 James-Lange Theory
 Perception of bodily experiences =
subjective feeling state
 Attacked by Canon:
 Internal changes occur too slowly
 Changing bodily sensations artificially
doesn’t produce true emotional state
 Bodily patterns don’t seem to discriminate
one feeling state from another
 James-Lange Theory
 The James-Lange theory of emotion argues
that an event causes physiological arousal
first and then we interpret this arousal. 
Only after our interpretation of the arousal
can we experience emotion.  If the arousal
is not noticed or is not given any thought,
then we will not experience any emotion
based on this event.
  
 EXAMPLE: You are walking down a dark alley
late at night.  You hear footsteps behind you
and you begin to tremble, your heart beats
faster, and your breathing deepens.  You notice
these physiological changes and interpret them
as your body's preparation for a fearful
situation.  You then experience fear.

 
 Sight of Poundi Fear
James-Lange oncomin
g car
ng (emot
Theory of Emotion (percept
heart
(arous
ion)
ion of al)
stimulus
)

Physiological changes occur before

the emotion and create the feelings
we label as emotions: stimulating
situation → physiological changes
→ emotion labeling. A visceral
experience (gut reaction) is labeled
as an emotion. We have some
autonomic reactions to stimuli.
We observe these physical .
sensations and label them as
feelings.

Benoit, Anthony G. (2002). Emotion and Motivation. Retrieved from http://environmentalet.org/psy111/motimotion.htm Slide arranged by Vessels 2005.
 Schachter & Singer
 Injected with epinephrine (adrenaline)
 One group of subjects informed of
effects, other group not
 Exposed to either a “happy” or “angry”
confederate
 Subjective feeling state influenced by
cognitive framework
 Pounding
Heart
(Arousal)
Appraisal Theory: Sight of
Oncoming Fear

Schachter-Singer Car (emotion)

(Perception

“two factor” or of Stimulus)

“social- Cognitive
Label After

environmental Appraising
Social-

context and Environmental

Context:

arousal” theory “I’m afraid”

This is the theoretical basis for canned

laughter. A stimulus causes physiological
arousal; this stimulus is considered in light
of environmental and social cues. The
arousal is then interpreted as an emotional
state based on these cues. In other words,
the environment, particularly the behavior
of other people, is used to explain the
physiological state. Events relevant to one’s
well-being
Benoit, Anthony G. (2002). are
Emotion and Motivation. Retrieved from important factors
http://environmentalet.org/psy111/motimotion.htm Slide in
arranged by Vessels 2005.
 EXAMPLE:  You are walking down a
dark alley late at night.  You hear
footsteps behind you and you begin
to tremble, your heart beats faster,
and your breathing deepens.  At the
same time as these physiological
changes occur you also experience
the emotion of fear.
 This theory holds that subjective experience and physiological
changes occur simultaneously and all emotions are underlied
by the same pattern of response. The key to understanding this
theory is understanding the role of the thalamus.
 The thalamus acts as a sensory relay station, it can send
sensory information to the cortex for interpretation and
simultaneously send activation signals to the rest of the body
via the hypothalamus (remember the 4 F's).
 So, the two processes are independent. The subjective
experience neither causes or depends on bodily changes.
Although this might be able to explain some of the work with
deafferented subjects, the idea that physiological changes are
just a 'side-effect' of subjective experience is not supported by
the evidence we have already considered. Also as we shall see
later, Cannon was probably wrong to ascribe a central role to
the thalamus.
 Schachter-Singer Theory
 According to this theory, an event
causes physiological arousal first. 
You must then identify a reason for
this arousal and then you are able to
experience and label the emotion.
  
 EXAMPLE:  You are walking down a dark
alley late at night.  You hear footsteps
behind you and you begin to tremble,
your heart beats faster, and your
breathing deepens.  Upon noticing this
arousal you realize that is comes from the
fact that you are walking down a dark
alley by yourself.  This behavior is
dangerous and therefore you feel the
emotion of fear.
 The starting point for this theory is that Cannon was wrong in
thinking that bodily changes and emotional experience were
independent. Also that the James Lange theory was wrong in
thinking that physiological changes cause emotional experience.
 In this theory the experience of emotion depends on two factors:
 physiological arousal of the autonomic nervous system
 cognitive appraisal of the physiological arousal
 So, similar to the J-L model Schachter and Singer see arousal as
preceding the subjective experience. However it is not sufficient.
 Simply put, You experience some kind of physiological arousal and
then look for an explanation. If that explanation is non emotive
then you will not experience an emotion. But if it is you will! Also
the degree of arousal will determine the intensity of the emotion.
Brain-Based Theory of
Emotions
 Frontal lobes
 influence people’s conscious emotional feelings
and ability to act in planned ways based on
feelings (e.g., effects of prefrontal lobotomy)

Frontal left frontal lobe

Parietal may be most
involved in
processing
Occipital
positive emotions
right frontal lobe
Temporal involved with
negative emotions
 The Brain & Emotion
 Emotional information presented to
right hemisphere processed faster
 Facial expressions processed by right
hemisphere
 Voice patterns (pitch, timing, &
stress) processed located in right
hemisphere
 Brain-Based Theory of
Emotions
 Amygdala
 evaluate the significance of stimuli and
generate emotional responses
 generate hormonal secretions and
autonomic reactions that accompany
strong emotions
 damage causes “psychic blindness” and
the inability to recognize fear in facial
expressions and voice
 Comparison of the
 Theory Initial reaction Secondary reaction

 James–Lange Physical reaction Emotion occurs

 Cannon–Bard Emotion occurs at the same time as

 the physical response

 Schachter–Singer Physical and Situation–search

 emotional environment
 reactions occur at
 the same time
 NON VERBAL
COMMUNICATION
Not all nonverbal behavior =
nonverbal
Communication

 Only when intentionally use symbol

to
create meaning for others
 ACTIONS SPEAKS
LOUDER THAN WORDS!!
ZIDANE

He’s probably very

angry.
 Nonverbal communication
 Nonverbal communication as those
actions and attributes of human that have
socially shared meaning, are intentionally
sent or interpreted as intentional, are
consciously sent or consciously received,
and have the potential for feedback from
the receiver.
 Nonverbal communication
 1-Facial expression
 2-eyes:gazing and staring
 3-Body language
 1-Facial expression
 To match a facial expression with an emotion
implies knowledge of the categories of human
emotions into which expressions can be
assigned.
 The expression of the face is a basic mode
of nonverbal communication among people.
The facial expression of another person is
often the basis on which we form significant
impressions of such characteristics as
friendliness, trustworthiness, and status.
2-eyes:gazing and staring
 EYE CONTACT
 Western cultures — see direct eye to eye
 contact as positive (advise children to look
 a person in the eyes). But within USA,
 African-Americans use more eye contact
 when talking and less when listening.
 • Japan, Africa, Latin American, Caribbean
 avoid eye contact to show respect.
 3-Body language

 We can convey information through the

position and movement of the body.
 Body language can reveal emotionality, as
when a person exhibit a nervous habit
(biting the fingernails or writing the
hands).
 We often use gestures, or body
movements, to accentuate what we are
saying.
GESTURES
 CLOTHINGS
 Clothing can reflect cultural
 heritage.
 • Example:
 – Traditional clothing of
 Gambia

 Clothing can reflect subgroup

 identity.
 • Example:
 – US Army Combat Uniform.
 GESTURES
 Gestures varies from culture to culture
 For example:
 • Pointing : US with index finger; Japanese
 with entire hand,in fact most Asians
 consider pointing with index finger to be
 rude.
 • Counting: Thumb = 1 in Germany, 5 in
 Japan
 Question :
 Have you experience any nonverbal
misinterpretation that will lead to a
serious
trouble?