Analyzing Emotion & Happiness: Daniel Gilbert's TED Talk, Slides of Social Psychology of Emotion

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3.2COGNITIVE LEVEL OF ANALYSIS:

COGNITION AND EMOTION

3.3 AN INTEGRATIVE LOOK AT

HAPPINESS Dan Gilbert: The surprising science of happiness 21:20 min.

OUTLINE PRINCIPLES THAT

DEFINE THE COGNITIVE LEVELS

OF ANALYSIS

EXPLAIN HOW PRINCIPLES THAT

DEFINE THE COGNITIVE LEVEL

OF ANALYSIS MAY BE

DEMONSTRATED IN RESEARCH

Cognition and Emotion: Daniel Goleman: Why aren't we more compassionate?

RESEARCH IN COGNITION AND EMOTION THAT

DEMONSTRATE THE 3 PRINCIPLES OF CLA:

 LeDoux – Biological Factors in Emotion

 Lazarus and Folkman (1984) - Appraisal

 Brown and Kulik – flashbuld memory

 Schachter and Singer – two factor theory of emotion.

RESEARCH METHODS USED

1.PET

2. fMRI
3. MRI
4. EEG
5. Case Studies
6. Experimental
7. Correlation studies
8. Interviews
9. observations

DISCUSS ETHICAL

CONSIDERATIONS RELATED TO

RESEARCH STUDIES AT THE

COGNITIVE LEVELS OF ANALYSIS

DISCUSS THE EXTENT TO WHICH

COGNITIVE AND BIOLOGICAL

FACTORS INTERACT IN EMOTION?

Video : The Science of Stress Physiology Emotions Fight or Flight (3:33)

EMOTIONS AND MEMORY

 Where were you when the planes hit the Twin Towers?

 Where were you when the Sandy Hook shooting took place?

 Why do we remember some events but not others?  We appear to remember those events that involve emotions  Emotions are physical signals which react to external stimuli.

BIOLOGICAL FACTORS IN EMOTION

 Amygdala – brains emotional center.  Stress hormones i.e. adrenaline are released when strong emotions are evoked.  LeDoux , The Emotional Brain (1999)  1. short route: thalamus to amygdala  2. long route: neocortex and hippocampus before emotional response  Flexibility in responses

THE SCHACHTER-SINGER TWO-FACTOR

THEORY OF EMOTION

 Video

 The theory maintains that the experience of particular emotions is dependent on cognitive labels exerting a “steering function” over general physiological arousal.

 Hypothesized: in the absence of an “appropriate explanation” for arousal participants could be manipulated into experiencing an emotion by manipulating aspects of the available “cognitive circumstance.”

THE PROCEDURE

 The experiment was “cast in the framework of a study of the effects of Vitamin supplements on vision.” [3]

 Researchers told all 184 participants, all male college students, that they would be receiving injections of the vitamin compound “Suproxin.”  In reality the injected compound was ½cc of either epinephrine or saline (placebo) solution, creating experimental and control conditions respectively.

 participants who received the epinephrine were assigned to one of three conditions  “Informed”  participants were made aware of the injection’s potential side effects (e.g. increased heart rate, shakiness, etc.), thus giving an “appropriate explanation” of arousal.”  “Ignorant”  participants were not given any information regarding potential side effects and thus no explanation for arousal.  “Misinformed”.  participants were made aware of fabricated side effects. (in order to control for effects of introspective anxiety in the face of side effects).

 The final variable manipulated was the “cognitive circumstance.”

COGNITIVE FACTORS IN EMOTION:

APPRAISAL

 Lazarus: Appraisal are evaluations related to how the situations will impact an individual's well being.  Positive emotions emerge if appraisal is benefitical  Negative emotions emerge if appraisal is harm

 Cognitive appraisal is important to how people react to emotional stress AND that stress is not only physiological.  People actively interpret and evaluate what is happening around them.  An individuals experience of stress can be moderted.

LAZARUS: MODERATING INDIVIDUAL

APPRAISAL OF STRESS

 Characteristics that influence stress perception:

 Motivation  Beliefs about one’s self and the world  Environmental variables, such as the nature of the danger or the social networks

 Strategies for stressful situations:

 Problem-focused coping: aims to fix the problem causing the stress  Emotion-focused coping: handles the emotions rather than changes the problem. e.g. escape, self control, seeking social support or attempting to seek a positive appraisal of the situation.