Module 42: Expressed Emotion

Nonverbal communication What types of nonverbal communication can you think of?

Nonverbal communication Most people read nonverbal communication well Experience sensitizes to particular emotions Fear Anger

Nonverbal communication Most people read nonverbal communication well Experience sensitizes to particular emotions Physically abused children were more likely than nonabused children to perceive the face as angry

Nonverbal communication Which smile is feigned, and which is natural?

Nonverbal communication How important is nonverbal communication? Have you ever misinterpreted a text from a lack of nonverbal communication?

Nonverbal communication Who is better at interpreting nonverbal communication, men or women? Women generally surpass men in reading nonverbal cues. Women tend to have greater emotional literacy. These skills may also contribute to women’s greater emotional expressiveness.

Nonverbal communication

Culture & Emotional Expression

Culture & Emotional Expression The meaning of gestures vary with culture

Culture & Emotional Expression

Culture & Emotional Expression Although faces have universal expression, we interpret them within the context of other nonverbal cues:

Culture & Emotional Expression Although faces have universal expression, we interpret them within the context of other nonverbal cues

Effects of Facial Expression Facial feedback effect Health psychology

Effects of Facial Expression Facial expression communicates our emotions, but can they also influence them? Studies show facial expression may amplify and regulate emotions. Facial Feedback Effect: the tendency of facial muscle states to trigger corresponding feelings such as fear, anger, and happiness.

Module 43: Stress and Health

Stress: Some Basic Concepts

Stress: Some Basic Concepts Stress appraisal

Stress: Some Basic Concepts Stressors – Things that Push Our Buttons Catastrophes Significant life changes Daily hassles

Stress: Some Basic Concepts The Stress Response System Selye’s general adaptation syndrome (GAS) Alarm Resistance Exhaustion Tend-and-befriend

Stress: Some Basic Concepts The Stress Response System General Adaptation Syndrome

Stress: Some Basic Concepts The Stress Response System General Adaptation Syndrome

Stress: Some Basic Concepts The Stress Response System General Adaptation Syndrome

Stress: Some Basic Concepts The Stress Response System General Adaptation Syndrome

Module 44: Stress and Illness

Introduction Psychophysiological illnesses Psychoneuroimmunology (PNI) Lymphocytes B lymphocytes T lymphocytes Macrophage Natural killer cells (NK cells)

Stress and Susceptibility to Disease

Stress and Susceptibility to Disease Stress and AIDS Stress and Cancer Stress and Heart Disease Coronary heart disease Type A Type B

Stress and Susceptibility to Disease

Stress and Susceptibility to Disease

Stress and Susceptibility to Disease

The End

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Teacher Information Unit Coding Just as Myers’ Psychology for AP 2e is color coded to the College Board AP Psychology Course Description (Acorn Book) Units, so are these Powerpoints. The primary background color of each slide indicates the specific textbook unit. Psychology’s History and Approaches Research Methods Biological Bases of Behavior Sensation and Perception States of Consciousness Learning Cognition Motivation, Emotion, and Stress Developmental Psychology Personality Testing and Individual Differences Abnormal Psychology Treatment of Abnormal Behavior Social Psychology

Teacher Information Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple). Unit subsections hyperlinks: Immediately after the unit title and module title slide, a page can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation. For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

Teacher Information Continuity slides Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022 262-253-3400 kkorek@germantown.k12.wi.us

Division title (red print) subdivision title (blue print) xxx

Division title (red print in text) subdivision title (blue print in text) Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

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Definition Slides

Motivation = a need or desire that energizes and directs behavior.

Instinct = a complex, unlearned behavior that is rigidly patterned throughout a species.

Drive-Reduction Theory = the idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need.

Homeostasis = a tendency to maintain a balanced or constant internal state; the regulation of any aspect of body chemistry, such as blood glucose, around a particular level.

Incentive = a positive or negative environment stimulus that motivates behavior.

Yerkes-Dodson Law = the principle that performance increases with arousal only up to a point, beyond which performance decreases.

Hierarchy of Needs = Maslow’s pyramid of human needs, beginning at the base with physiological needs that must first be satisfied before higher-level safety needs and then psychological needs become active.

Glucose = the form of sugar that circulates in the blood and provides the major source of energy for body tissues. When its level is low, we feel hunger.

Set Point = the point at which an individual’s “weight thermostat” is supposedly set. When the body falls below this weight, an increase in hunger and a lowered metabolic rate may act to restore the lost weight.

Basal Metabolic Rate = the body’s resting rate of energy expenditure.

Sexual Response Cycle = the four stages of sexual responding described by Masters and Johnson – excitement, plateau, orgasm, and resolution.

Refractory Period = a resting period after orgasm, during which a man cannot achieve another orgasm.

Sexual Dysfunction = a problem that consistently impairs sexual arousal or functioning.

Estrogens = sex hormones, such as estradiol, secreted in greater amount by females than males and contributing to female sex characteristics. In nonhuman female mammals, estrogen levels peak during ovulation, promoting sexual receptivity.

Testosterone = the most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

Emotion = a response of the whole organism, involving (1) physiological arousal, (2) expressive behaviors, and (3) conscious experience.

James-Lange Theory = the theory that our experience of emotion is our awareness of our physiological responses to emotion-arousing stimuli.

Cannon-Bard Theory = the theory that an emotion-arousing stimulus simultaneously triggers (1) physiological responses and (2) the subjective experience of emotion.

Two-Factor Theory = the Schachter-Singer theory that to experience emotion one must (1) by physically aroused and (2) cognitively label the arousal.

Polygraph = a machine, commonly used in attempts to detect lies, that measures several of the physiological responses (such as perspiration and cardiovascular and breathing changes) accompanying emotion.

Facial Feedback Effect = the tendency of facial muscle states to trigger corresponding feelings such as fear, anger, and happiness.

Health Psychology = a subfield of psychology that provides psychology's contribution to behavioral medicine.

Stress = the process by which we perceive and respond to certain events, called stressors, that we appraise as threatening or challenging.

General Adaptation Syndrome (GAS) = Selye’s concept of the body’s adaptive response to stress in three phases – alarm, resistance, exhausion.

Tend-and-Befriend Response = under stress, people (especially women) often provide support to others (tend) and bond with and seek support from others (befriend).

Psychophysiological Illness = literally, “mind-body” illness; any stress-related physical illness, such as hypertension and some headaches.

Psychoneuroimmunology = the study of how psychological, neural, and endocrine processes together affect the immune system and resulting health.

Lymphocytes = the two types of white blood cells that are part of the body’s immune system; B lymphocytes form in the bone marrow and release antibodies that fight bacterial infections; T lymphocytes form in the thymus and other lymphatic tissue and attack cancer cells, viruses, and foreign substances.

Coronary Heart Disease = the clogging of the vessels that nourish the heart muscle; the leading cause of death in many developed countries.

Type A = Friedman and Rosenman’s term for competitive, hard-driving, impatient, verbally aggressive, and anger-prone people.

Type B = Friedman and Rosenman’s term for easygoing, relaxed people.