PSC 2/19

Unit Overview

  • This is the third and final unit of the course, focused on more social and applied themes.

  • Content covered will include:

    • Emotions and motivation

    • Social psychology

    • Psychological disorders

    • Health and well-being

Examination Insights

  • Historically, students tend to perform better on this third unit due to its personal and relatable content.

  • The intention of the course design aims to offer a less challenging experience amidst competing academic demands.

  • Optional cumulative final exam available if required.

Important Course Logistics

  • Materials and study resources for unit three are available on Canvas, including study lists and information regarding the cumulative exam.

  • Reminder: Complete the research participation requirement to avoid an incomplete grade.

  • Incomplete grades can be resolved if requirements are completed before the end of the spring quarter.

Emotional and Motivational Concepts

Emotions

  • Emotions are complex psychological states that consist of three critical elements:

    • Subjective evaluation or experience: Associated feelings with emotions.

    • Physiological processes: Biological responses to emotions such as increased heart rate, neurotransmitter release, etc.

    • Cognitive appraisals: Individuals’ beliefs and understandings of their behaviors and the behaviors of others.

  • Distinction Between Emotions and Mood:

    • Emotions are short-lived, caused by specific events, and directed toward an object or goal.

    • Moods are longer-lasting and more diffuse emotional states.

Primary and Secondary Emotions

  • Primary Emotions: Basic and universally recognized emotions that are innate, evolved, and shared across cultures.

    • Top five primary emotions:

    • Anger

    • Fear

    • Sadness

    • Disgust

    • Happiness / Joy

  • Secondary Emotions: Blends of primary emotions; examples include remorse, guilt, jealousy, and anticipation.

    • Self-conscious emotions (e.g., embarrassment, guilt) require a sense of self and understanding of social rules, hence they develop later than primary emotions.

Emotion Classification Approaches

  • Circumplex Model of Emotions:

    • Emotions can be classified across two dimensions:

    • Valence (pleasant vs. unpleasant)

    • Activation (high arousal vs. low arousal)

  • Example emotions categorized by the model:

    • Elation: High valence, high activation

    • Contentment: High valence, low activation

    • Depression: Low valence, low activation

Biological Basis of Emotions

  • Emotions tied to physiological processes involving the autonomic nervous system, particularly the amygdala and prefrontal cortex.

    • Autonomic Nervous System:

    • Sympathetic nervous system activation: Fight or flight response during emotions like fear or anger.

    • Parasympathetic nervous system activation: Calming responses during emotions like love or contentment.

    • Role of the Amygdala: Processes emotional significance of stimuli, critical for emotional learning, and assists in fear conditioning.

Theories of Emotion

Major Theories

  • James-Lange Theory: Physical responses precede and dictate emotions.

  • Cannon-Bard Theory: Emotions and physical reactions occur simultaneously but independently.

  • Two-Factor Theory (Schachter-Singer): Emotions are based on physiological arousal and the subsequent cognitive appraisal of that arousal based on interpretation of the situation.

Motivation Fundamentals

  • Definition: Motivation energizes, directs, and sustains behavior.

  • Behaviors vary in strength based on individual internal factors.

  • Maslow's Hierarchy of Needs:

    • Basic needs (physical) must be satisfied before higher-level needs (psychological) are pursued.

    • Criticism: Poor empirical support and doesn't apply to all populations, particularly those in extreme poverty.

Homeostasis and Drives

  • Drive theory: Needs trigger drives that lead to behaviors to satisfy needs (e.g., hunger triggers eating).

  • Behaviors that successfully reduce needs become reinforced, establishing habits.

Pleasure Principle

  • Derived from Freud's perspective, indicating that humans instinctively seek pleasure and avoid pain.

  • Children demonstrate innate pleasure-seeking through emotional expressions tied to taste preferences.

Types of Motivation

Intrinsic vs. Extrinsic Motivation

  • Intrinsic Motivation: Engaging in activities for their own sake and enjoyment; leads to flow states.

  • Extrinsic Motivation: Driven by external goals or rewards, which may undermine intrinsic enjoyment.

Examples and Implications

  • Classic study with preschoolers coloring with markers shows that rewarding children can decrease their enjoyment of the task.

  • Importance of fostering intrinsic motivation for engagement and sustained interest in activities.

Emotional Self-Regulation and Control

  • Self-Regulation: Adjusting behaviors to meet goals. Effective self-regulation requires setting realistic goals and having the capacity for delaying gratification.

  • Delayed Gratification: The ability to postpone immediate rewards for longer-term goals; predictive of positive developmental outcomes (e.g., academic success, social function).

  • Techniques to improve delay include redirection and distraction, emphasizing cognitive shifts from immediate rewards to broader goals.

Conclusion

  • The importance of emotions and motivation in guiding behavior and personal growth emphasizes the interplay between emotional understanding, biological mechanisms, and their applications in daily life.

  • Next week’s focus will shift towards social psychology, expanding upon the interpersonal contexts of motivations and emotions.