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41 Cards in this Set
- Front
- Back
Emotion |
a relatively brief episode of coordinated brain + behavioral changes that that facilitate a response to an internal/external event of significance in the organism |
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Feelings |
correspond to subjective experience of emotions the way you as an individual experience the emotion |
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Mood |
diffuse affective states that are often lower intensity than an emotion but considerably longer in duration |
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Characteristics of an emotion |
behavioral + psychological responses evolved from basic mechanisms of survival attached to an object or situation |
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Characteristics of the affect |
free floating state, mood
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Positive Valence |
Attractiveness |
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Negative Valence |
Aversiveness |
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James-Lange Theory [1884-1994] |
Event produces arousal + the psychological changes are then interpreted to produce the emotion |
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Cannon-Bard Theory [1927] |
Triggers emotion + arousal, but arousal does not have to come first |
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Cognitive Theory of Emotion |
It is the event and the arousal, not just the arousal |
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Emergence-Synthesis Theory |
Some emotions do not require interpretation while others do, so both are allowable |
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Uncertainty Reduction Theory |
When people engage in communication, their primary goal is a reduction in certainty regarding the person or situation |
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Classical View |
Emotions get in the way of reason |
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Romantic View |
Emotions are better than reason |
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Flashbulb Memory |
Involves better recall for personal events during a significant emergency situations |
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Negative Stimuli |
Remembered better than positive or neutral stimuli + are more arousing stimuli (whether positive or negative) are remembered better 3 reasons for this: 1. Greater attention 2. Greater distinctiveness 3. Thinking about them more |
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Mood Congruent Memory |
We remember more stimuli if those stimuli match a mood we were in while learning them (Stimuli matches the mood) |
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Mood Dependent Memory |
Recall is better when the mood at recall matched that during learning (The moods match) |
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The Amygdala |
Part of the limbic system, responsible for classical conditioning of a fear response |
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The Low Road |
Shorter neural circuit to the amygdala mediates faster emergency responses |
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The High Road |
Longer neural circuit to the amygdala mediates more thoughtful responses |
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Neurotransmitters |
Traveling between nerve cells; activating the amygdala and hippocampus |
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Mentalism |
People use mental representations for social phenomena (How people think about people) |
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Functionalism |
Social cognitive processing serves a purpose (Explores the settings, goals, and activities of social cognition) |
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Change |
Mental representations and cognitive processes develop, operate, and change over time |
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Internal Attribution |
What's going on in yours or other people's heads |
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External Attribution |
Blame the environment impacting everything |
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Fundamental Attribution Error |
The tendency to prefer internal or dispositional [personality] traits as the best explanation for people's behaviour |
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Self-serving bias |
The tendency to explain our own failures to external causes but to explain other people's failures as internal ones |
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Belief in a just world |
The phenomenon in which we think that people get what they deserve |
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Stereotypes |
Deal with our "schemas about people" Also helps us organize/understand them |
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Ingroup favoritism |
[views their own group as] Having more diversity, being more attractive, nice, and socially acceptable |
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Outgroup Homogeneity Effect |
[others are seen as having] More similarity |
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Prejudice |
[...] prejudgment about a group, person, thought (about a person/group) + a predisposition to act upon a prejudgment Also involves emotions associated with a person/group |
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Ontology |
Study of being Distributed: 1. Across Groups 2. Over inner/outer processes 3. Culture can organize cognition |
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Functional Aspect |
We attend from particulars to wholes |
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Phenomenal Aspect |
We are aware of the particulars in the appearance of the wholes |
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Semantic aspect |
The particulars become meaningful by their relation to the whole (signal) |
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Ontological aspect |
What the tacit knowing is a knowledge of |
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Joint Salience |
The ideal solution to a coordinationproblem among two or more agents isthe solution that is more salient,prominent, or conspicuous with respectto their common ground |
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Shared Tacit Knowledge |
Many of the processes involved in[for example, learning a musical instrument] are tacit
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