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Lecture

PSY100 - Emotions


Department
Psychology
Course Code
PSY100H1
Professor
Michael Inzlicht

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EMOTIONS - PSY100 Oct22/09
Stereotypes -> Behaviors
oBargh, Chen & Burrows; prime elderly/neutral through sentence-
unscrambling task
oElderly condition: old, grey, wise, bingo, wrinkle, ancient, knits, etc
oNeutral condition: other words (real experiment is the time they take to walk)
oAfter this part of exp, people done, elderly walk slower and neutrals faster
oStereotypes automatically trigger systematic behavior
oAnother exp: flash pics of Black and White subliminally (13-26 ms), while
they perform computer task (judge if odd or even number of circles); after 150
trials, error message failure saving data, you have to start again,
oDVs: how hostile/irritable/uncooperative subjects, experimental rate based on
interaction with participants, blind coders made ratings based on tape
oPeople who were subliminally shown black faces were more hostile, same
rating with exp and blind coders
-Stereotypes can cause us to harm someone; prejudice not mentioned; effects driven
by racists in samples of subjects?; effects stronger for racists than egalitarian?/can
people overcome biases and stereotype-driven perception/behavior
-General question: can we control cognitive-behavioral processes; if possible, what
circumstances allow control and how can control be learned effectively
-Psychologists look at self-regulation, cognitive-behavioral therapy, delay-
gratification, performance, secondary coping strategies, pre-frontal cortex, etc
-The more general question is whether can control cognitive-behavioral processes
Emotions
-Improving lives = improve emotional state, key to well-being, health, longevity,
relationship, motivations, etc
-Positive and negative emotion: is happiness opposite of sadness; Occurs
independently, associated with diff neural and motivational processes; ambivalence
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-Eg positive affect: dopamine and approach motivation, seizing opportunities, success,
happiness and depression
-Eg negative effect: norepinephrine and avoidance motivation, preventing problems,
prevention orientation, neuroticism, caution and safety, depression and anxiety
Interplay of Emotion, Cognition and Body
-Emotion->cognition (attention, memory, bias, persuasion.)\
-Cognition->emotion (happy vs sad memory, attribution (meaning) processes)
-Physiology->emotion (arousal, posture)
-Schachter-Singer 2-Factor theory of emotion: emotion = physiological markers +
cognitive interpretations (label)
oAdrenaline study: subjected injected with adrenaline or placebo -> sweaty
palms, increased heart rate, the shakes, told either that the drug would make
them feel aroused or nothing (know or dont know)
oSubjects wait with confederate (someone pretending to be real experimenter):
euphoric one ((hula hoop, paper airplanes, energetic), insulting one (ask
highly personal questions)
oWith euphoria situation: uninformed subjects more energetic than informed
oWith anger situation: uninformed subjects angrier (why am I excited ->
because of the excited person, or because of drug)
Falling in Love
-Does arousal and cognitive attribution of arousal play role in falling in love
-Eg. Dating -> self-disclosure -> uncertainty/vulnerability -> arousal (fear)
-Eg dating with attractive person -> hot, sweaty, aroused (aroused (drinking /dancing/
insecure /excited) -> aroused (lust->love)) different attributions
- Misattribution of arousal
oCapilano bridge study; attractive woman experimentor in middle of Indiana
Jones bridge, ask q then give number, more people from shaky bridge call her
back than on more stable bridge
Emotional Well-Being
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