Presentation on theme: "Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown."— Presentation transcript:
Debates in Emotion Research Which comes first, physiological arousal or the subjective experience of an emotion? Can we react emotionally before appraising a situation, or does thinking always precede emotion?
Theories of Emotion: Historical Approaches Module 27: Emotion
Common Sense Theory Emotion-arousing stimulus leads to a conscious feeling (fear, anger) and a physiological response. Seeing an angry dog triggers feelings of fear and physical responses such as trembling.
William James (1842-1910) Psychologist who believed our awareness of physiological responses leads to our experience of emotion. Developed the James-Lange Theory of Emotions
Carl Lange (1834-1900) Danish physiologist who proposed a theory of emotion similar to, and at about the same time as, James’s theory the awareness of physiological responses leads to experiences of emotion. Developed the James-Lange Theory of Emotions
James-Lange Theory The theory that we experience emotion because we are aware of our bodily response to an emotion-arousing stimulus. Our awareness of the physiological reaction leads to our experience of an emotion.
Walter Cannon (1871-1945) American physiologist who, with Philip Bard, concluded that physiological arousal and emotional experience occur simultaneously. Developed the Cannon-Bard Theory of Emotions
Cannon-Bard Theory The theory that an emotion-arousing stimulus simultaneously triggers physiological responses and the subjective experience of an emotion.
Theories of Emotion: Cognition and Emotion Module 27: Emotion
Cognitive Appraisal One’s thoughts about a situation How a person interprets a situation in the environment
Stanley Schachter (1922-1997) American physiologist who, with Jerome Singer, concluded that emotion requires a cognitive label of physiological arousal. Developed the Schachter- Singer Two Factor Theory of Emotion
Two-Factor Theory The theory that to experience emotion we must be physically aroused and must cognitively label the arousal. Stanley Schachter
Two-Factor Theory Emotions involve two factors: –A physiological arousal –A cognitive label of the arousal Also called the Schachter- Singer Theory Stanley Schachter
Robert Zajonc (1923-2008) American psychologist who concluded that some emotional reactions involve no deliberate thinking; he believed that cognition is not always necessary for emotion. Some emotions skip the thinking part of the brain
Autonomic Nervous System The division of the peripheral nervous system that controls the glands and muscles of the internal organs; its subdivisions are the sympathetic (arousing) division and the parasympathetic (calming) division. Monitors the autonomic functions Controls breathing, blood pressure, and digestive processes
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Teacher Information Domain Coding –Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red –To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.
Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations 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 email@example.com with any questions, concerns, suggestions, etc. regarding these firstname.lastname@example.org Kent Korek Germantown High School Germantown, WI 53022
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