Motivation & Emotion Aspects of Dr James Neill Centre for Applied Psychology University of Canberra 2016 Image source 1 Aspects of (Emotion Part 2): Biological, cognitive & social aspects Reading: Reeve (2015) Ch 13 (pp. 369-403) 2 Review of previous lecture: Perennial questions about 1. What is an? 2. What causes an? 3. How many s are there? 4. What good are the s? 5. Can we control our s? 6. What is the difference between and mood? 3
What is an? Feelings Subjective experience Phenomenological awareness Cognitive interpretation Bodily arousal Bodily preparation for action Physiological activiation Motor responses Emotion A distinct pattern of neural activity Sense of purpose Impulse to action Goal-directed motivational state Functional aspect to coping Significant life event Social-expressive Social communication Facial expression Vocal expression Based on Reeve (2015, Figure 12.1 Four components of, p. 340) 4 What is an? Feelings Subjective experience Phenomenological awareness Cognitive interpretation Bodily arousal Bodily preparation for action Physiological activiation Motor responses Emotion A distinct pattern of neural activity Sense of purpose Impulse to action Goal-directed motivational state Functional aspect to coping Significant life event Social-expressive Social communication Facial expression Vocal expression Based on Reeve (2015, Figure 12.1 Four components of, p. 340) 5 potential of threat and harm Basic s Basic s Fear Anger Disgust Sadness Interest Joy fighting off rejecting threat threat and harm and harm Negative theme Response to threat and harm Based on Reeve (2015, pp. 347-349) after threat and harm motive involvement satisfaction Positive theme Response to involvement and satisfaction 6
What good are the s? Utility of Coping functions Social functions Based on Reeve (2015, pp. 352-353) 7 How can we control our s? 1. Situation selection 2. Situation modification 3. Attentional focus 4. Reappraisal 5. Suppression Based on Reeve (2015, pp. 357-361) 8 What is the difference between & mood? Criteria Emotions Moods Antecedents Action- Specificity Significant life events Specific Ill-defined Influence cognition Time course Short-lived Long-lived Based on Reeve (2015, p. 361) 9
Outline Aspects of Biological Cognitive Socialcultural James-Lange theory Contemporary perspective Brain activity Facial Feedback Hypothesis Appraisal Complex appraisal Appraisal process Emotion differentiation Emotion knowledge Attributions Emotions affect cognition Social interaction Social sharing of Cultural construction of Based on Reeve (2015, p. 369) 10 Biological and cognitive aspects of Biological 1. Autonomic nervous system 2. Subcortical brain circuits 3. Facial feedback Cognitive 1. Appraisals 2. Knowledge 3. Attributions Based on Reeve (2015, Based on Table 13.1, p. 370) 11 Biological aspects of Image: https://commons.wikimedia.org/wiki/file:bipolar_dyptych_1_365.jpg 12
What is the role of bodily reactions in? 1. Does each have unique bodily reactions? 2. (To what extent) do bodily changes induce? Stimulus Emotion Bodily reaction Stimulus Bodily reaction Emotion Based on Reeve (2015, pp. 370-371) 13 James-Lange theory of Emotional experience is a way of making sense of bodily changes sudden cold shower increased heart-rate/arousal (e.g., surprise/shock/fear) J-L theory rests on two assumptions: 1. The body reacts uniquely to different -eliciting events. Different patterns of activity cause different s. 2. The body does not react to non--eliciting events. If body changes do not occur, then does not occur. Based on Reeve (2015, p. 371) 14 James-Lange theory of : Criticisms 1. Body reactions are actually part of the fight or flight response that does not vary between s. 2. Emotional experience is quicker than the physiological reaction. 3. The role of physiological arousal is to augments, rather than cause,. Its role is small, supplemental, and relatively unimportant. Based on Reeve (2015, pp. 371-372) 15
James-Lange theory of : Contemporary perspective 1. Distinct physiological differences (e.g., heart rate and skin temperature) are evident for some s (e.g., anger, fear, sadness, and disgust). But only a few s have distinct ANS patterns (ones with survival value). 2. Emotions recruit biological and physiological support to enable adaptive behaviours such as fighting, fleeing, and nurturing. Based on Reeve (2015, pp. 372-374) 16 Brain activity for specific s 1. Distinct neural circuits (Gray): 1. Behavioural approach system 2. Fight or flight system 3. Behavioural inhibition system ( Joy, Fear, Rage and Anxiety) 2. Basic brain activity: 1. Happiness (9 areas) 2. Sadness (35 areas) 3. Anger (13 areas) 4. Fear (11 areas) 5. Disgust (16 areas) Based on Reeve (2015, p. 374) 17
Facial musculature There are 80 facial muscles, 36 of which are involved in facial expression. 8 of these muscles are sufficient for differentiating among the basic s: 1. Upper: frontalis (forehead), corrugator (eyebrows), orbicularis (around eyes) 2. Middle: zygomaticus (corners of mouth to cheekbone), nasalis (wrinkles nose) 3. Lower: depressor (corners of mouth down), orbicularis oris (circular muscle around mouth), quadratus labii (draws corners of mouth backwards) Based on Reeve (2015, pp. 376-377) 20 Facial feedback hypothesis 1. Strong version: FF engenders. 2. Weak version: FF modifies intensity of i.e., there is a two-way relation between al feeling and al expression. 3. Critics contend that the effect of FF is small. Based on Reeve (2015, pp. 379-380) 21
Are facial expressions of universal across cultures? Paul Ekman tested cross-cultural recognition of facial expressions in the 1970s. Agreement across cultures was very high. This provided evidence that facial expression of is cross-culturally universal and has an innate, unlearned component. Based on Reeve (2015, pp. 380-381) 22 Basic s exercise In pairs, each person facially expresses each of these s until the partner guesses right: Anger Fear Disgust Interest Sadness Joy 23 Ekman's work on basic s Video (11 mins 24 secs): http://www.youtube.com/watch?v=-pfqzyokkcc 24
Cognitive aspects of Image: https://commons.wikimedia.org/wiki/file:bipolar_dyptych_1_365.jpg 25 Cognitive aspects of central construct in cognitive understanding of An appraisal is an estimate of the personal significance of an event. Without an antecedent cognitive appraisal of the event, s do not occur. The appraisal, not the event itself, causes the. Based on Reeve (2015, pp. 382-383) 26 Appraisal theory of Questions: How does the perception of an object or event produce a good or bad appraisal? How does the appraisal generate? How does felt express itself in action? SITUATION APPRAISAL EMOTIONS ACTION Life event Good or Bad (beneficial vs. harmful) Liking vs. Disliking Approach vs. Withdrawal Arnold s Appraisal Theory of Emotion Based on Reeve (2015, Figure 13.6, p. 383) 27
Lazarus's complex appraisals Cognitive processes that intervene between important life events and physiological and behavioural reactivity. SITUATION Life event Based on Reeve (2015, Figure 13.7, p. 347) Appraisal * Type of benefit Making progress toward a goal Happiness Taking credit for an achievement Pride Improving on a distressing condition Pride Believing a desired outcome is possible Hope Desiring or participating in affection Love Being moved by another s suffering Compassion Appreciating an altruistic gift Gratitude Type of harm Being demeaned by a personal offense Transgressing a moral imperative Failing to live up to an ego ideal Experiencing an irrevocable loss Taking in an indigestible object or idea Type of threat Facing an uncertain, unspecific threat Facing immediate, overwhelming danger Wanting what someone else has Resenting a rival for one s own loss Emotion Anger Guilt Shame Sadness Disgust Anxiety Fright Envy Jealousy 28 Appraisal theory of Complex appraisal theories are about 65-70% accurate in predicting people's s. Why not 100%? 1. Other processes contribute e.g., biology 2. Appraisals intensify rather than cause 3. Patterns of appraisal for many s overlap 4. Developmental differences 5. Emotion knowledge and attributions 29
Emotion knowledge We learn to distinguish finer shades of as we develop (these distinctions are stored cognitively). An individual's knowledge is the number of s s/he can distinguish. Emotion knowledge partially underlies the rationale for teaching al intelligence. Based on Reeve (2015, pp. 390-391) 31 Attributions An attribution is the reason the person uses to explain an important life outcome. Primary attribution good or bad Secondary attribution cause Primary + secondary attributions Based on Reeve (2015, p. 391) 32
Social aspects of Image: https://commons.wikimedia.org/wiki/file:just_love.jpg 34 Social aspects of Appraisal contributes a cognitive understanding of. The socio-cultural context contributes a cultural understanding of. Social interaction contributes a social understanding of. Based on Reeve (2015, pp. 395-401) 35 Emotion via social interaction 1. Mimicry 2. Feedback 3. Contagion Based on Reeve (2015, pp. 395-396) 36
Social aspects of Emotion knowledge Expression management Emotion management Other people and cultures instruct us about the causes of our s. How we should express our s. When to control our s, Based on Reeve (2015, pp. 395-401) 38 Affective computing Emotions show ANS specificity (i.e., anger, fear, sadness, joy, and disgust show distinct changes in blood pressure and skin temperature) Therefore, sensors built into mobile devices, mice, equipment during work, entertainment, exercise etc. could potentially monitor and adjust programming accordingly. Based on Reeve (2015, p. 373) 39
Robots that show David Hanson Video (4 mins 58 secs): http://www.ted.com/talks/lang/en/david_hanson_robots_that_relate_to_you.html 40 Summary Biological: Emotions energise and direct bodily actions by affecting the ANS, neural brain circuits, and facial feedback. Cognitive: Appraisal evaluates the significance of events, and attribution explains the cause of events. Different appraisals/attributions lead to different s. Social: Other people are rich sources for our e.g., through mimicry, feedback, contagion, and social sharing of. Cultural: Cultural construction of guides members about how to experiences, express, and manage s in socially acceptable ways. 41 Based on Reeve (2015, pp. 401-402) Upcoming lectures Emotions Individual s (Ch14) Applied concerns Unconscious motivation (Ch 15) Growth psychology (Ch 16) Interventions & review (Ch 17) 42
References Reeve, J. (2009). Understanding motivation and (5th ed.). Hoboken, NJ: Wiley. Reeve, J. (2015). Understanding motivation and (6th ed.). Hoboken, NJ: Wiley. Note: Image credits are in the slide notes 43