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2.7 The Renaissance
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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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Chapter 2 Textbook

Key Terms

  • Hypothalamus: stimulates the release of cortisol, elevates blood pressure, and prompts the ANS to prepare the actor or the emergency

  • Temperament: differences in the overall quality of a baby's mood, energy level, behavioral tempo, and alertness

  • Amygdala: small almond shaped region implicated in the experience of fear and anxiety

  • Routine: pre-established pattern of action which is unfolded during a performance and can be presented/played through on other occasions

  • Personal front: consists of cues that signify the actor's position in the performance and their status/identity in the group (eg: clothing, age, posture, speech patterns, facial expressions)

  • Hippocampus: seahorse shaped region involved in the formation of memories

  • Extraversion: seeking social rewards and enjoying social rewards

  • Improvisation: when actors personalize their performance by making it fit their own unique nature and lived experience

  • Performance of emotion: how the infant expresses and regulates the feelings that well up inside

  • Behavioral Approach System (BAS): motivates the individual to approach potentially rewarding (social) situations and to experience the positive emotion associated with the pursuit and attainment of rewards

  • Fear: results of immediate threats to the environment. Stimulates dopamine activity

  • Human social behavior: series of performances through which actors play roles and enact scripts to manage the impressions of other characters in the social scene

  • Facial scripts: the 1st type of scripts

  • Stranger anxiety: fear/wariness in the presence of strangers

  • Separation anxiety: fear/anger/sadness in response to prolonged separation from primary caregivers

  • Secure attachment: when the infant sees the caregiver as a safe haven during periods of emotional distress and as a secure base from which to explore the world when emotions feel more positive

  • Attachment relationship: infants develop a relationship of love and security with their primary caregivers

  • Working model of attachment: infant’s emotional history of attachment that sets forth expectations about how experiences of love/trust can transpire in the future. It can be updated and changed over time

  • Positive emotionality: basic temperament tendency to feel positive affect like joy/excitement/pleasure and to act in a way that suggests a positive emotional engagement with the social world

  • Negative emotionality: people who experience fearfulness, inhibition, irritability, and frustration

  • Neuroticism: high levels of fear, anxiety, sadness, frustration, guilt, shame, and hostility (negative emotionality)

  • Fight-flight-freeze system (FFFS): when confronted with a threat people can either attack the source of the threat, flee to escape, or freeze. Linked with fear

  • Behavioral inhibition system (BIS): alerts the actor to potential threats associated with uncertainty and conflict in the environment. Linked with anxiety

  • Art of personality development: the expression and refinement of a uniquely personal and recognizable style of emotional performance

  • Social smiles: 2 months old babies display these, indicating to social actors present that they are experiencing joy/happiness

  • Dopamine: neurotransmitter that concerns reward seeking/wanting and is released as a result of eating food, having sex, and ingesting drugs such as cocaine

  • Opioid system: releases neuropeptides when the organism achieves rewards, producing feelings of joy/pleasure [liking]

  • Revised NEO Personality Inventory (NEO-PI-R): self-report measure that breaks down E into six related subtraits: excitement seeking, activity, assertiveness, gregariousness, positive emotions, and warmth

  • Negative emotionality: divided into 2 regions (emotional feafulness/behavioral inhibition and irritability/strong responses to frustration)

  • Neurotic cascade: high neurotic people are more reactive to signs of threat/negative emotion, are exposed to more negative events, view objectively neutral/positive events in negative light, precipitate mood spillover (negative feelings in now area of life spills in others), have the sting of familiar problems (a day’s negative events bring back old psychological issues)

  • Anxiety: long-term response to a stimuli that suggests uncertainty and potential risk of danger and is a learned response

Researchers - Theories

  • Erving Goffman: believed that human social behaviors are a series of performances through which actors play roles and enact scripts in order to manage the impressions of other characters in the social scene

  • William James: difference between “I” and “me” emerges at 2 years old

Experiments

  • Researchers found that newborns express the emotions of general distress, general contentment, interest, and disgust and that between 2-7 months, babies show signs of joy, surprise, anger, sadness, and fear

  • Across cultures, people can recognize in infants facial expressions of fear, sadness, joy, interest, anger, and disgust

  • When mothers stare at their babies with an expressionless face, babies react with anger or sadness

  • Babies of depressed mothers eventually stop trying to engage with their mothers

  • At 3 months old, babies’ social smiles are brighter and stronger in response to real human beings compared animated objects such as puppets

  • Human infants begin to recognize themselves in mirrors and through recording devices around 18 months

  • 3-year-old Jennifer failed to recognize herself in a video of her showed 3 minutes later, failing to realize that the actor continues to be “me” over time. Only at age 3-4 that they consolidate a clear sense of self as a continuous social actor

  • 4 month-old infants who smile and show positive emotion in response to pleasant pictures/sounds are more likely to show positive approach behavior in response to novel situations later in life

  • Infants who experience more anger in response to frustration tend to be seen as more outgoing and sociable in grade school because anger plays a major role in reward-seeking

  • Some of the same brain processes involved with the experience of positive emotion are also implicated in human sociality

  • Extraverts respond with greater intensity of positive emotion when presented scenarios that detail pursuit of rewards

  • When asked to imagine how much positive emotion students would feel in response to hypothetical scenarios, high E students have higher ratings on positive emotion for pleasant interpersonal situations, even if it doesn’t involve the pursuit of social rewards

  • Inhibited children show higher levels of morning cortisol in the blood which is also true for inhibited monkeys compared with sociable monkeys

  • High N is a strong factor for mental illnesses/psychiatric disorders

  • High N predicts bad interpersonal experiences + negative outcomes in life

  • High N is associated with high divorce rates, poor health, increased risk for illnesses (heart disease), and poor quality of life

  • Neurotic individuals experience more stress, are more reactive to stress, and are bad at coping with stress

  • 4-month-old infants who react to novel visual/auditory stimulation with strong negative responses show high levels of negative emotionality and their FFFS are more readily strongly activated in daily life

  • People with high N may suffer from an overactive BIS

  • Neuroticism is correlated with amygdala and hippocampus activity in response to negative stimuli

  • The intense and prolonged sadness accompanying depression may result from deficits in positive emotionality

  • The performance of negative emotion across the human lifespan is a product of both nature and nurture

Examples

  • Actors in the play “A Streetcar Named Desire”: conveyed human emotion in vivid and convincing fashion

  • McAdams calls the personal front the rudiments of personality

  • There is no developmental period in human life when the individual is not a social actor

  • Children with autism and related disorders may find it difficult to express and decode facial cues in the social arena

  • We don’t remember the first 2 years of our lives because early socioemotional development occurs without any conscious awareness

  • Extraversion’s prime function is to attract and hold the attention of other social actors

  • George W. Bush: highly extravert, was named the “family clown”, rapidly approaches social reward, alcohol abuse, became sober to save his marriage

  • George W. Bush: had low level of O, powerful life goal to defend his beloved father, and a redemptive life story

  • George W. Bush scored 5th in most extraverted president

  • Someone who scores low on positive emotionality doesn’t necessarily experience more negative emotions, just less positive emotions

  • The BIS is activated in challenging everyday situations that involve interpersonal relationships and social conduct

Tables/Figures

Figure 2.1

Table 2.1 - Extraversion

Positive

  • High extraversion: social interactions, popularity, sexual behavior, social competence, social goals, intimacy, happiness, positive emotional balance, rewards/incentives, good at speeded tasks, multitasking, sales/marketing/people-oriented jobs, economic goals, less depression/anxiety, fewer personality disorders

Negative

  • Disregard negative feedback, anger, poor accuracy,in speeded tasks, alcohol consumption, conduct disorder

Summary

  • Art of personality development involves the expression and constant refinement of personal emotional performance

  • Human beings, as eusocial species, are social actors that develop the basic dispositions of their relative personalities via social performances. One’s expression and regulation of emotions are observed and interpreted by others.

  • The ability to express emotion holds substantial adaptive value and begins to develop at a young age.

  • Babies are perceived to be social actors whereby caregivers observe and decode their behaviors. Babies respond to dynamic, face-to-face interactions by sharing emotional states and engaging in elaborate non-verbal exchanges.

  • Interactions with caregivers influence attachment style within their first year of life and by the second year, they have internalized a working model of attachment, which gives them expectations about emotional life in the future.

  • This socioemotional development is critical and occurs without any conscious awareness.

  • Emotions were summarized to come in two broad categories; negative (unpleasant) and positive (pleasant) emotions.

  • Positive emotionality (commonly referred to as extraversion in the temperament literature) is the basic temperament tendency to feel positive affect such as joy, excitement and pleasure and to act in such a way as to suggest a positive emotional engagement with the social world, which can influence the propensity to seek out social interactions.

  • The Behavioral Approach System (BAS) was introduced to explain the neural connection between feeling good and being social and works in tandem with the opioid system. Scoring toward the high end of extraversion tends to bring more advantages than disadvantages. However, this is not to say that scoring toward the introversion pole will bring more disadvantages.

  • Negative emotionality (referred to as neuroticism in the temperament literature) and McAdams normalizes its experience by explaining that human nature mandates that we will invariably experience negative emotions as it serves as a sort of alarm signal that something is not right.

  • Personality comes into play in the observed fact that some of us experience negative emotions with more frequency and intensity, and under a wider range of social conditions, than do others. Those on the high end of negative emotionality are described as generally more fearful, inhibited, irritable, and prone to frustration, compared to those on the low end.

  • Neuroticism is a strong risk factor for mental illness.

  • It is important to note that negative emotionality is not the opposite of positive emotionality. It is, simply, conceptually different. Further, it is believed that those high in neuroticism tend to experience and convey relatively high levels of fear and anxiety.

  • Neuroscience research presents two systems that implicate the amygdala and may produce these negative emotions and contribute to the development of N over the human life course: fight–flight– freeze system and behavioral inhibition system.

Chapter 2 Textbook

Key Terms

  • Hypothalamus: stimulates the release of cortisol, elevates blood pressure, and prompts the ANS to prepare the actor or the emergency

  • Temperament: differences in the overall quality of a baby's mood, energy level, behavioral tempo, and alertness

  • Amygdala: small almond shaped region implicated in the experience of fear and anxiety

  • Routine: pre-established pattern of action which is unfolded during a performance and can be presented/played through on other occasions

  • Personal front: consists of cues that signify the actor's position in the performance and their status/identity in the group (eg: clothing, age, posture, speech patterns, facial expressions)

  • Hippocampus: seahorse shaped region involved in the formation of memories

  • Extraversion: seeking social rewards and enjoying social rewards

  • Improvisation: when actors personalize their performance by making it fit their own unique nature and lived experience

  • Performance of emotion: how the infant expresses and regulates the feelings that well up inside

  • Behavioral Approach System (BAS): motivates the individual to approach potentially rewarding (social) situations and to experience the positive emotion associated with the pursuit and attainment of rewards

  • Fear: results of immediate threats to the environment. Stimulates dopamine activity

  • Human social behavior: series of performances through which actors play roles and enact scripts to manage the impressions of other characters in the social scene

  • Facial scripts: the 1st type of scripts

  • Stranger anxiety: fear/wariness in the presence of strangers

  • Separation anxiety: fear/anger/sadness in response to prolonged separation from primary caregivers

  • Secure attachment: when the infant sees the caregiver as a safe haven during periods of emotional distress and as a secure base from which to explore the world when emotions feel more positive

  • Attachment relationship: infants develop a relationship of love and security with their primary caregivers

  • Working model of attachment: infant’s emotional history of attachment that sets forth expectations about how experiences of love/trust can transpire in the future. It can be updated and changed over time

  • Positive emotionality: basic temperament tendency to feel positive affect like joy/excitement/pleasure and to act in a way that suggests a positive emotional engagement with the social world

  • Negative emotionality: people who experience fearfulness, inhibition, irritability, and frustration

  • Neuroticism: high levels of fear, anxiety, sadness, frustration, guilt, shame, and hostility (negative emotionality)

  • Fight-flight-freeze system (FFFS): when confronted with a threat people can either attack the source of the threat, flee to escape, or freeze. Linked with fear

  • Behavioral inhibition system (BIS): alerts the actor to potential threats associated with uncertainty and conflict in the environment. Linked with anxiety

  • Art of personality development: the expression and refinement of a uniquely personal and recognizable style of emotional performance

  • Social smiles: 2 months old babies display these, indicating to social actors present that they are experiencing joy/happiness

  • Dopamine: neurotransmitter that concerns reward seeking/wanting and is released as a result of eating food, having sex, and ingesting drugs such as cocaine

  • Opioid system: releases neuropeptides when the organism achieves rewards, producing feelings of joy/pleasure [liking]

  • Revised NEO Personality Inventory (NEO-PI-R): self-report measure that breaks down E into six related subtraits: excitement seeking, activity, assertiveness, gregariousness, positive emotions, and warmth

  • Negative emotionality: divided into 2 regions (emotional feafulness/behavioral inhibition and irritability/strong responses to frustration)

  • Neurotic cascade: high neurotic people are more reactive to signs of threat/negative emotion, are exposed to more negative events, view objectively neutral/positive events in negative light, precipitate mood spillover (negative feelings in now area of life spills in others), have the sting of familiar problems (a day’s negative events bring back old psychological issues)

  • Anxiety: long-term response to a stimuli that suggests uncertainty and potential risk of danger and is a learned response

Researchers - Theories

  • Erving Goffman: believed that human social behaviors are a series of performances through which actors play roles and enact scripts in order to manage the impressions of other characters in the social scene

  • William James: difference between “I” and “me” emerges at 2 years old

Experiments

  • Researchers found that newborns express the emotions of general distress, general contentment, interest, and disgust and that between 2-7 months, babies show signs of joy, surprise, anger, sadness, and fear

  • Across cultures, people can recognize in infants facial expressions of fear, sadness, joy, interest, anger, and disgust

  • When mothers stare at their babies with an expressionless face, babies react with anger or sadness

  • Babies of depressed mothers eventually stop trying to engage with their mothers

  • At 3 months old, babies’ social smiles are brighter and stronger in response to real human beings compared animated objects such as puppets

  • Human infants begin to recognize themselves in mirrors and through recording devices around 18 months

  • 3-year-old Jennifer failed to recognize herself in a video of her showed 3 minutes later, failing to realize that the actor continues to be “me” over time. Only at age 3-4 that they consolidate a clear sense of self as a continuous social actor

  • 4 month-old infants who smile and show positive emotion in response to pleasant pictures/sounds are more likely to show positive approach behavior in response to novel situations later in life

  • Infants who experience more anger in response to frustration tend to be seen as more outgoing and sociable in grade school because anger plays a major role in reward-seeking

  • Some of the same brain processes involved with the experience of positive emotion are also implicated in human sociality

  • Extraverts respond with greater intensity of positive emotion when presented scenarios that detail pursuit of rewards

  • When asked to imagine how much positive emotion students would feel in response to hypothetical scenarios, high E students have higher ratings on positive emotion for pleasant interpersonal situations, even if it doesn’t involve the pursuit of social rewards

  • Inhibited children show higher levels of morning cortisol in the blood which is also true for inhibited monkeys compared with sociable monkeys

  • High N is a strong factor for mental illnesses/psychiatric disorders

  • High N predicts bad interpersonal experiences + negative outcomes in life

  • High N is associated with high divorce rates, poor health, increased risk for illnesses (heart disease), and poor quality of life

  • Neurotic individuals experience more stress, are more reactive to stress, and are bad at coping with stress

  • 4-month-old infants who react to novel visual/auditory stimulation with strong negative responses show high levels of negative emotionality and their FFFS are more readily strongly activated in daily life

  • People with high N may suffer from an overactive BIS

  • Neuroticism is correlated with amygdala and hippocampus activity in response to negative stimuli

  • The intense and prolonged sadness accompanying depression may result from deficits in positive emotionality

  • The performance of negative emotion across the human lifespan is a product of both nature and nurture

Examples

  • Actors in the play “A Streetcar Named Desire”: conveyed human emotion in vivid and convincing fashion

  • McAdams calls the personal front the rudiments of personality

  • There is no developmental period in human life when the individual is not a social actor

  • Children with autism and related disorders may find it difficult to express and decode facial cues in the social arena

  • We don’t remember the first 2 years of our lives because early socioemotional development occurs without any conscious awareness

  • Extraversion’s prime function is to attract and hold the attention of other social actors

  • George W. Bush: highly extravert, was named the “family clown”, rapidly approaches social reward, alcohol abuse, became sober to save his marriage

  • George W. Bush: had low level of O, powerful life goal to defend his beloved father, and a redemptive life story

  • George W. Bush scored 5th in most extraverted president

  • Someone who scores low on positive emotionality doesn’t necessarily experience more negative emotions, just less positive emotions

  • The BIS is activated in challenging everyday situations that involve interpersonal relationships and social conduct

Tables/Figures

Figure 2.1

Table 2.1 - Extraversion

Positive

  • High extraversion: social interactions, popularity, sexual behavior, social competence, social goals, intimacy, happiness, positive emotional balance, rewards/incentives, good at speeded tasks, multitasking, sales/marketing/people-oriented jobs, economic goals, less depression/anxiety, fewer personality disorders

Negative

  • Disregard negative feedback, anger, poor accuracy,in speeded tasks, alcohol consumption, conduct disorder

Summary

  • Art of personality development involves the expression and constant refinement of personal emotional performance

  • Human beings, as eusocial species, are social actors that develop the basic dispositions of their relative personalities via social performances. One’s expression and regulation of emotions are observed and interpreted by others.

  • The ability to express emotion holds substantial adaptive value and begins to develop at a young age.

  • Babies are perceived to be social actors whereby caregivers observe and decode their behaviors. Babies respond to dynamic, face-to-face interactions by sharing emotional states and engaging in elaborate non-verbal exchanges.

  • Interactions with caregivers influence attachment style within their first year of life and by the second year, they have internalized a working model of attachment, which gives them expectations about emotional life in the future.

  • This socioemotional development is critical and occurs without any conscious awareness.

  • Emotions were summarized to come in two broad categories; negative (unpleasant) and positive (pleasant) emotions.

  • Positive emotionality (commonly referred to as extraversion in the temperament literature) is the basic temperament tendency to feel positive affect such as joy, excitement and pleasure and to act in such a way as to suggest a positive emotional engagement with the social world, which can influence the propensity to seek out social interactions.

  • The Behavioral Approach System (BAS) was introduced to explain the neural connection between feeling good and being social and works in tandem with the opioid system. Scoring toward the high end of extraversion tends to bring more advantages than disadvantages. However, this is not to say that scoring toward the introversion pole will bring more disadvantages.

  • Negative emotionality (referred to as neuroticism in the temperament literature) and McAdams normalizes its experience by explaining that human nature mandates that we will invariably experience negative emotions as it serves as a sort of alarm signal that something is not right.

  • Personality comes into play in the observed fact that some of us experience negative emotions with more frequency and intensity, and under a wider range of social conditions, than do others. Those on the high end of negative emotionality are described as generally more fearful, inhibited, irritable, and prone to frustration, compared to those on the low end.

  • Neuroticism is a strong risk factor for mental illness.

  • It is important to note that negative emotionality is not the opposite of positive emotionality. It is, simply, conceptually different. Further, it is believed that those high in neuroticism tend to experience and convey relatively high levels of fear and anxiety.

  • Neuroscience research presents two systems that implicate the amygdala and may produce these negative emotions and contribute to the development of N over the human life course: fight–flight– freeze system and behavioral inhibition system.

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2.7 The Renaissance
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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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