1. Emotion, Learning, and Memory
Class 12

2. How Emotions Affect Mental Processes
* How emotions affect memory, learning, and judgment
* Emotional intelligence
* Emotions and social judgment

3. Gordon Bower Mood and Cognition Research
1. Memory for past events
2. Learning
3. Higher Order Functions
  * Free associations
  * Fantasies/Imagination
  * Snap judgments
  * Event likelihood
  * Social impressions 
* Self judgment
Gordon Bower

4. State Dependent Memory
Memory associated with an emotional state will be easier to
retrieve when you are in SAME emotional state.
Memory associated with an emotional state will be harder to
retrieve when you are in an OPPOSED emotional state.

5. Scuba Diver Study
Learn Phase
Glom
Wilg
Lavs
Test Phase
____

6. Bower State Dependent Memory Study
1. Ss learn 16 words in happy mood, then later Ss learn words in a sad mood
2. Ss come back some time later
3. Ss placed in either a happy or a sad mood
4. Ss asked to recall words from "happy" list and from "sad" list.

7. Learning and Recall in Same/Different Moods (Percent Recalled)

8. Number of Happy and Sad Memories Remembered by Happy and Sad Subjects Snyder & White, 1982
Mood induced by thinking: happy thoughts or sad thoughts
2. Ss then report personal events from past week
3. Judges blind to condition rate past week events as pos/neg
Who’s week had more positive aspects?
Who’s week had more negative aspect?
“Happy thoughts” Ss
“Sad thoughts” Ss

9. Number of Happy and Sad Memories Remembered by Happy and Sad Subjects Snyder & White, 1982

10. Associative Networks Rutgers Get Maria from airport!! Cognitive Cues
Easy Parking
Fine dining
Rutgers
day-old pizza
Books
Psych Classes
"Friends" re-runs
Get Maria from airport!!
My friend Maria

11. State Dependent Memory!!!
Associative Networks
Affective Cues
Facial Expressions
Horrid Math Exam
Cognitive Cues
Weekends
Emotions Class
Bodily Arousal
Happy
Fun Readings
Friends
Birthdays
Behavioral Scripts
Emotions and cognition
State Dependent Memory!!!
Associative Networks

12. MOOD CONGRUENT LEARNING

13. How Much Attention Do You Give to
These Scenes?
What is your mood right now?

14. Time Spent Looking at Happy/Sad Scenes by Happy/Sad Subjects

15. Number of Happy/Sad Scenes Recalled by Ss Who Studies Scenes in Happy/Sad Mood

16. Recall of Personal Interviews
Subjects placed in happy or sad mood.
Subjects read simulated psychiatric interviews
“Patient” describes series of positive and negative life scenes
3. Subjects later asked to recall content of interviews

17. Number of Happy/Sad Story Incidents Recalled by Ss Who Read Story in Happy/Sad Mood

18. State Dependent Memory and Mood Congruent Learning
State-Dependent Memory: How mood helps/hurts recall of things that are already learned.   
Mood-Congruent Learning: How mood affects the way in which new information is acquired, i.e. learned.

19. Why Does Mood Congruent Learning Occur?
Mood-congruent events cause more intense emotions:
I’m feeling happy, see a happy scene, happy scene is
experienced as more intensely happy.
I’m feeling sad, see sad scene, sad scene is experienced as more intensely sad.
Mood (Emotions) acts as memory highlighter; a marker that underscores events.
Think of recent movie: How easy to recall more emotional part?

20. Probability of Recalling a Prompt due to Strength of Emotion Generated by the Memory Associated to the Prompt

21. Mood and Visual ProcessingMM
MM MM MM

22. Mood and Visual Processing
Happy: More global, see “big picture”
Sad: More local, focus on the details.

23. Moods, Free Associations, and Imagination
Ss made to feel sad, angry, happy
Ss given prompt, e.g. LIFE
Ss report all things prompt brings to mind
Ss generate associations related to their moods
Happy subs: LIFE  love, freedom, fun, joy
Angry subs: LIFE  struggle, toil, fight
Imagination: Mood affects perception of ambiguities
Happy, Sad, Angry subs see TAT pictures
Happy subs: Romance, success
Angry subs: Turmoil, hostility

24. Emotional Intelligence and Emotions as Information
Class 14

25. Historic Bias Against Emotions
Publilius Syrus: “Rule feelings lest they rule you”
Young: Emotions = “acute disturbances of the individual as a whole”
Psych Texts: Emotions as “a complete loss of cerebral control’ containing no “trace of conscious purpose”.
Woodworth: IQ should contain tests showing ability TO
NOT be afraid, angry, grieved, curious about things that
arouse emotions in kids.

26. Can Understanding Own and Others' Emotions Affect One's Quality of Life?
 a. Emotions and health
1. Sadness  lack of motivation
2. Happiness  undue risk taking
 b. Emotions and development
1. Attending to baby’s emotions
2. Knowing when to ignore baby’s emotions
3. Recognizing anger as a call for bonding

27. Understanding Own Emotions and Quality of Life (continued)
c. Physiology and emotion: Gut brain
  d. Culture and emotion: Culture’s effect on emotions
  e. Emotions and cognition
1. Mood can affect learning and memory
2. Mood can affect how you see others
3. Mood can affect creativity, problem solving
4. Mood can affect self acceptance

28. What Is Emotional Intelligence?
Ability to recognize others’ emotions
Ability to recognize one’s own emotions
Ability to appropriately express own emotions
Ability to manage one’s own emotions
Ability to manage other’s emotions
Salovey and Meyer Definition:
The ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.

29. The Costs of Ignoring One’s Own Emotions (Gavin De Becker, The Gift of Fear)
A woman is waiting for an elevator, and when the doors open she sees a man inside who causes her apprehension. Since she is not usually afraid, it may be the late hour, his size, the way he looks at her, the rate of attacks in the neighborhood, an article she read a year ago—it doesn’t matter why. The point is, she gets a feeling of fear.
How does she respond to this survival signal?
She suppresses it, telling herself: “I’m not going to live like that; I’m not going to insult this guy by letting the door close on his face.” When the fear doesn’t go away, she tells herself not to be so silly, and gets into the elevator.
Now, which is sillier: waiting for the next elevator or getting into a soundproof steel chamber with a stranger she is afraid of?

30. De Becker: Gift of Fear Kelly's travail:
What signal does she FAIL to attend to? Why?
What signal does she finally attend to? Why?
Why do people discard danger signals?
Dilemma: external cues do not justify feeling.
Social desirability, politeness norms
Dependence on experts
What might determine who listens to own emotions?
De Becker meets St. Exupery:
a. How do emotions and cognition interact?
b. Which informs which? In what order?

31. Gift of Fear (De Becker)
Intuition:
* Emotion is always in response to something
* Emotion always has your best interest at heart
Fear Doubt Humor
Anxiety Hunches Wonder
Apprehension Nagging feelings Curiosity
Suspicion Persistent thoughts
Hesitation

32. What Professions/Occupations Benefit from Emotional Intelligence?
Political leaders Clergy
Writers Military
Actors Scientists
Therapists Physicians
Salespersons Lawyers
Managers Animal trainers
Teachers Law Enforcement
Coaches Who doesn't????

34.
We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air,
we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender,

35. MSCEIT Test of Emotional Intelligence It is NOT strongly related to IQ
It is a reliable measure -- Time 1 scores resemble Time 2 scores
Predicts: Helping
Deviancy
Academic performance

38. Verbal Items From MSCEIT
MATCHING MOODS WITH EVENTS/TASKS
What mood(s) might be helpful to feel when following a very complicated cooking recipe?
a. Tension b. Sorry c. Neutral mood
UNDERSTANDING OTHERS’ EMOTIONS
Marjorie felt more and more ashamed, and began to feel worthless. She then felt:
a. Overwhelmed b. Depressed c. ashamed d. Self-conscious
TRANSLATING FROM SENSORY TO EMOTIONAL DOMAINS
Imagine you are feeling cold, slow, and sharp. This is like?
a. Challenged b. Isolated c. Surprised

41. READING THE MIND IN THE EYES TEST
Simon Baron-Cohen: The Essential Difference: Men, Women, and the Extreme Male Brain
Who is Simon Baron-Cohen's brother?