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Emotion vs mood
-Moods typically last much longer than emotions.
-Moods are less intense than our emotions: we attend to our emotional states, whereas moods generally provide background to our everyday activities.
-We know why we are experiencing an emotion, while a mood is usually unclear.
Are women more emotional than males?
Blanket stereotypes about women’ grater emotionality are inaccurate.
Who came up with the universal six emotions?
Ekman and Friesen (1971)
Universal six emotions
Happy, sad, fear, anger, surprise, disgust.
What were the findings of Ekman and Frisen?
Americans and pre-literate villagers in New Guinea could reliably recognize six emotions from facial expressions.
James-Lange theory
Our awareness of our own bodily states is crucially important in determining our emotional experiences.
According to the James-Lange theory, what three stages are involved in producing emotion?
1. Emotional stimulus (e.g, “I see a bear”).
2. The perception produces bodily changes (e.g, “I run away")".
3. Feedback from the bodily changes to the brain leads to the experience of emotion
Introspective sensitivity
Individual differences in accuracy of detecting one’s own internal bodily sensations.
Reactive aggression
An angry response to a perceived provocation (hot-tempered)
Proactive aggression
An act planned deliberately beforehand to achieve a given goal (cold-tempered, premeditated)
Physical aggression
Aggressive behavior designed to cause physical harm to another person
Relational aggression
Aggressive behavior designed to damage another person’s social relationships and/or status
Biological approach- Aggressive behavior
Some individuals inherit genes that make them more likely than other individuals to be aggressive. This approach claims that the greater aggression shown by males is due to biological factors e.g, testosterone
Aggression gender differences
Findings suggest there are no gender differences in anger or relational aggression.
-Men have higher levels of escalation of aggressive behavior.
Situational factors- Aggressive behavior
Aggression is always a consequence of frustration, but frustration doesn’t always lead to aggression
Social learning theory
Much aggressive behavior is influenced by observational learning
-Observers are more likely to imitate aggression if it is rewarded rather than punished
Family process- aggressive behavior
Children’s aggressive behavior depends on the functioning of the whole family rather than simply the child’s behavior or that of the parents.
John Piaget
Most famous development psychologist
Accommodation
The individual adjusts to the outside world by changing their cognitive organization
Assimilation
The individual adjusts their interpretation of the outside world to fit their existing cognitive organization
John Piaget’s theory of cognitive development suggests…
Children move through four different stages of intellectual development
Sensorimotor
Birth-2 years
Understands world through senses and actions
No awareness of the continued existence of objects
Abilities developed in this stage: Object permanence, self-recognition, deferred imitation, and representational play
Preoperational
2-7 years
Understands world through language and mental images
They can think of things symbolically
Have not developed the idea of conservation
It is expected for children to display egocentrism
Concrete operational
7-12 years
Understands world through logical thinking and categories
Begin to understand conservation
Can mentally reverse things
Less egocentrism
Formal operational
12 years+
Understands world through hypothetical thinking and scientific reasoning
Vygotsky’s theory
Culture and social factors and their effects on cognitive development
Zone of proximal development
-Things you can do on your own
-Things you can do with a bit of help
-Things you can’t do, no matter the support you get
Sieglar’s overlapping waves theory
Micro genetic studies consistently show that children’s thinking is highly variable.
-Development is a process of variability, choice, and change
Theory of mind
The understanding that other people may have different beliefs, emotions, and intentions than their own
Receptive language
The understanding of a language
Expressive language
language production
Phonology
The sound patterns of a language
ex. ng will never appear at the beginning of a word
Semantics
The meaning that you draw from words
Syntax
The arrangement of words in a sentence
Pragmatics
“The spy sees the police officer with the binoculars”
who has the binoculars?
Background knowledge and context to understand language
Noam Chomsky
Known for his contribution to and work in linguistics
Who created the inside out theories
Noam Chomsky
Inside out theories
-Language has several unique factors
-Language is innate/biologically determined
-Universal grammar
-Language environment and experience determine which language a child learns only affects acquisition to a limited extent.
Chomsky argued to explain why:
-Only humans developed language fully
-There are similarities among languages
-There is fast acquisition of language despite limited exposure
Tomasello
Components of human morality
Cognitive component (how you think)
Emotional component
Behavioral component
Kohlberg’s cognitive developmental theory
Moral development relies heavily on changes in moral reasoning and on children’s increasing cognitive abilities
-Moving through the stages is not a product of maturity
Level 1 of cognitive developmental theory
Pre-conventional morality
Right and wrong is determined by rewards/ punishments
Stage 1: Punishment/ obedience- whatever leads to punishment is wrong
Stage 2- Rewards- The right way to behave is through what is rewarded
Level 2
Views of others matter
Avoidance of blame
Seeking approval
Stage 3: Good intentions. Behaving in ways that conform to “good behavior”
Stage 4: Obedience to authority
Level 3
Abstract notions of justice. Rights override obedience to rules/ laws
Stage 5- Difference between moral and legal right. Recognition that rules sometimes must be broken.
Stage 6- Individual principles of conscience. Takes account of likely views of everyone affected by a moral decision.
