Themes in Psychology
3 questions to consider frequently in psychology…
Nature v. Nurture
Stability v. Change
Rationality v. Irrationality
Thematic Streams in Psychology….
*Psychology is a social science.
*Behavior is determined by multiple causes
*There are many ways to explain human behavior and mental processes
*People’s experience in the world is highly subjective (my experiences)
*Behavior is shaped by one’s cultural heritage
*Psychology evolves in a sociohistorical context (changes with the time
because man/woman change)
*Genes and Environment interactively govern behavior
AP Psychology Midterm Review
*Prologue: History of Psychology (Mind…Blank Slate)
Schools of Thought:
Main Ideas behind each one.
Behaviorism, Cognitivists, Behavior Genetics,
NeuroPsychology, Psychodynamics (Psychoanalysis), Humanism, Evolutionary,
Fields of Psychology: Developmental, Cognitive, Sports,
Clinical, Forensic, Neuropsych, Industrial etc.
*Ch. 1: Research Methods
Survey, Case Study, Longitudinal, Cross Sectional…
Correlation is not Causation, Positive v. Negative Correlations
-.90 ; +.65 ; -
.35 ; +.41
Illusory Correlations.
Experiments can only prove causation; Correlation shows connection
Measures of Central Tendency: Mean, Median and Mode
Standard Deviation, Range (Variance) ; z score
Normal Distribution…bell curve (remember IQ). Positive or Negative Skew
p-value: measures statistical significance.
Experimental Design
Hypothesis …If …….then statement
If =independent variable (what can be changed)
Then =dependent variable (what is predicted)
Confounding Variable…anything that effects that independent variable
Operational Definitions, Variable Identification, Experimental Group, Control
Group, Target Population
Random Sampling, Random Selection (Assignment), Placebo, Double Blind Study,
Replication of Research…….. Validity, Reliability in tests. Humility and
Skepticism
Data collection and communication: Graphs, charts…statistical referencing
Descriptive statistics: describes data, frequency distribution…graphs or
charts that show how often a bit of data occurs.
Inferential Stats: see if results are due to “chance” or the research
Conclusions (Theory Building)…New Questions…New Research
Reinforcement from other research. Preventing Bias, Ethics in animal (min.
suffering, scientific purpose, food and shelter, obtained legally) and human
ethics (informed consent, no deception, no coercion, confidentiality,
responsible for physical or psychological injury)
Unexpected results…? ..(i.e. Pavlov’s Dogs)
Psychometrics
*Ch. 2: Neuroscience and Behavior
The Organization of the Nervous System (CNS/PNS), Neurons and
Neurotransmitters, Brain Imaging Technology, Organization of the Brain (Brain
Stem, Limbic, and Cerebrum), Plasticity, Split Brain Research (Hemispheres),
Endocrine System and Hormones. Understand Fight or Flight… also, Phineas Gage
*Ch. 3: The Nature and Nurture of Behavior (We share ½ our genes with the
banana)…
Natural Selection (Evolutionary Psychology) How do we survive?
Survival at any cost? Mutations? Reproduction
Individual Differences…interaction between nature and nurture.
Need for Twin, Adoption, Temperament (OCEAN), Heritability (p. 113),
Gene-Environment Interaction Research
Epigenes
Environmental Influences: Prenatal, Early Development, Enriched
Environment v. Deprived Environments (p. 119), Cultural Influences
(preferences emerge), Generations
Similarities and Differences p. 125
Gender p. 126...Hormones and Genital Development, Gender Roles,
Gender Typing, Social Learning Theory and Behavior related to Gender…
Our schema…male and female.
*Ch. 5 and 6 Sensation and Perception
“Bottom Up…………..Top Down” Processing…………
Psychophysics
Absolute Thresholds and Signal Detection Theory…(Drug Dogs and
Dolphins)
Subliminal Seduction (Perception) connected to motivational theories
associated with sex, hunger, and thirst.
JND (just noticeable difference) and Weber’s Law.
Visual Process (Accommodate…Change) Wavelengths..colors are
labeled. Nearsighted and Farsighted. Retina (Photoreceptors…rods and cones,
ganglion cells, form depth motion color…parallel processing = simultaneous.
Opponent Processing Theory. Influenced by Gestalt Laws…retinal disparity
(difference b/n two images…distance cues), monocular cues for depth,
binocular cues for depth (details)
Amplitude: intensity = brightness
Stroboscopic Motion: pictures in quick succession …creates motion
Phi Phenomenon: lights that flash in quick succession
Auditory Process …frequency of wave = pitch… Amplitude= decibels …
loud Place Theory of Sound…use both ears to locate sound…measure the
difference (disparity)
Cutaneous Reception (Touch) PPT…pain, pressure, temperature (warm
and cold) = hot. Phantom Limb…nerves have a memory (connect to sensory
strip), Gate Control Theory of Pain (connected to survival),
Taste…sweet, salty, sour, bitter….all over the tongue…yet
concentrations.
Smell …olfaction…the bulb..hormones, pheromones…(sexual receptivity)
Vestibular = balance (inner ear)….Kinesthetic = symmetry of movement
(joints)
What is the McGurk Effect p. 225
Perceive sensory data…attend to the information…
p. 233… change blindness
Human Factor Analysis p. 255
Ganzfeld Procedure…ESP (p. 260) Ethics?
Psychophysics…
*Ch. 7 States of Consciousness (AWARENESS)
Levels of Processing
Conscious, Subconscious, Unconscious
Biological Clocks (pregnancy, seasons, menstrual cycle, tides, lunar
cycle) and Circadian Rhythms (daily cycles…temp, pee, sleep, eat etc.)
Entrainment…changing a circadian rhythm (jet lag, shift work)
Suprachiasmatic Nucleus…Circadian Rhythms
Sleeping and Dreaming
1. BETA waves- awake and active
2. ALPHA waves- awake and calm
3. THETA waves- increasingly sleepy
4. DELTA waves- deep sleep
Stages of Sleeping
1. Light Sleep – brief in duration (as short as 2 minutes)
Alpha and Theta waves are increasing at this time
Characterized by vivid images, falling sensations, and sudden jerking
2. Clearly Asleep – potential for sleep talking
Theta waves increasing
Note: Sleep spindles – bursts of rapid, rhythmic brain activity
3. Transitional Sleep – marks transition period before entering
into “Stage 4” or deep sleep.
Delta waves begin
**Stages 2 and 3 of sleep cycle will be the most frequently visited stages of
sleep during a complete rest period. The sleeper will return to these sleep
levels in a reoccurring fashion.
4. Deep Sleep- obviously the deepest phase of sleep
Delta waves are maximizing
Potential for wetting the bed during this stage as well as sleep walking
…Back to 3 then 2 then REM…stages repeat throughout the evening…
REM Rebound (sleeping to catch up), Change in sleep habits with maturation,
GABA and Serotonin associated with sleep, PONS, Sleeping Pills do not allow
brain to go through restorative phases during sleep…may wake up still tired.
Insomnia, Narcolepsy, Sleep Apnea, Night Terrors (Incubus Attacks), Healthy
sleep =increased immunity, Assists with maintaining normal weight.
Dream Theories…Freud…manifest and latent, Information Processing= storage
organization (files and synapses refine), Pattern Making Brain looking for
stimulation,.. Activation Synthesis…although the brain is random…seeks
patterns.
*Ch. 8 Learning
Associations Training Conditioning
Classical conditioning…UCS – UCR pair (connected to fight or flight patterns
associated with hypothalamus and adrenal response, and autonomic nervous
system…recognition factors) A previously neutral stimulus emits a
response. Debate of UNCONSCIOUS elements of classical conditions. Do we
think during classical conditioning and on what level? Pavlov, Watson,
Garcia (Aversive)… Extensive conditioning
Operant Conditioning reinforcement and punishment … increasing or decreasing
a behavior …positive and negatively. Schedules of Reinforcement…
ratio/interval fixed/variable. Overjustification Effect (decreases
intrinsic motivation). Latent learning…unintended consequence of
reinforcement..Skinner, Thorndike
Biological Predispositions…CC and OC
Social Learning (Observational Learning) model and observer. Mirror
Neurons. Albert Bandura and The Bo Bo Doll Experiment. Impact on current
RATING systems on media. “Monkey SEE Monkey DO”.
Principle Learning step by step, necessity of prerequisites. Teach a
preschooler to tie their shoe. Understanding ability level and task.
Equipotentiality – idea that any animal can be taught any response…what about
Breland’s research on “bio – disposition”
Premack Principle – one person may think something is reinforcing that others
may not …
Token Economy – elem. Teachers…reinforcement
Disequilibrium Hypothesis – anything can be reinforcing if you cannot have it
and you feel that you need it.
Latent Learning – Tolman…Cognitive Map
Insight…Kohler, and the chimp who wanted a banana
Long Term Potentiation – learn new things our dendrites grow to connect to
other neurons.
Metacognition – thinking about thinking
*Ch. 9 Memory
Shereshevski…recall 70 digits or words…feats of memory…tell us about he way
we store memory.
9/11 The event …watching planes in your mind’s eye…flashbulb memory
Where you were, who you were with…episodic memory
Information Processing model…(Computer analogy) Encode (any sensory info)-
Store (where do you place the new data in the file system of the mind)-
Retrieve (bring it back)
Types of Encoding: Visual – Iconic, Acoustic (auditory) – Echoic,
Semantic – Word
Forgetting: decay, interference, amnesia, repression
Atkinson-Shiffrin Model … Sensory Memory (choose to attend)
Short-Term (a.k.a. Working Mem.) 24 hours…
If we rehearse, elaborate, connect…then
Long-Term Memory…
Automatic Processing…Unconscious…
Effortful Processing… Practice can assist and reduce the effort (try reading)
haha
Ebbinghaus curve..most forgetting within 9 hours of rememberingl…after that
forgetting levels off…remembering for short term use…approx. 8 rehearsals.
Overlearn it…and never forget…Expertise never loses…
Exactness of memory…if we change a word …do we change the meaning.
Complex encoding into memory v. simple encoding into memory…will reflect that
type of question we can answer…
Semantic(means), Acoustic (rhymes with), Unique form (letter shape)
Procedural, Implicit, Task Memory…Riding a Bike
Declarative, Explicit, Semantic…Words
Mnemonics…Peg Word System -1,2, Buckle my shoe.
Chunking…686, 392, 675, 256
Elaboration…REM can be found in the word DREAM
Chapter 10 Review
Thinking and Language
What is thinking?
Concept organization…(Piaget = Schema...Assimilate and Accommodate)
Prototype…Once fundamentals are thought are concrete we build Hierarchies
(complexities)
Thinking About it…
Algorithm - steps are followed to assure correct answer.
Heuristics – short cuts…speed is important (sometimes heuristics
hinder problem solving instead of helping…because of assumptions, rapid
processing, and “intuition”
Representative = Librarian Description (stereotyping…
gestalting)
Availability = Vivid examples are relied on
Insight = Sudden flashes of inspiration ‘I get it’
Obstacles to problem solving
Confirmation Bias, Fixation…including “mental set”, functional
fixedness
Issues that can influence problem solving…
Overconfidence, Framing (Fox News, MSNBC), Belief Bias…Assume,
Assume, Belief Perseverance Phenomenon
Language…
Theories: Skinner (reinforcement to communicate), Chomsky (Internal
Linguistic Device),
Rules of Language…Syntax, Semantics, phoneme, morpheme
Whorfian Hypothesis….”somethings get lost “in translation”…language and
culture
Developing Language…cooing, babbling (which language), one word, telegraphic
speech and two words, sentences…(ages)
Language essential for labeling the world around us…communication and thought.
Ch. 11
Intelligence:
Factor Analysis…subtests that are reliable and valid …categories of defining
intelligence
(SAT uses factor analysis)
Famous People: Charles Spearman (‘g’)…intelligence in one area is predictive
of intelligence in another. L.L. Thurstone (separate intelligences)…
language, spatial, inductive, memory, language, speed.
Modern Theories of Intelligence: Satoshi Kanazawa (2004) studies ‘g’ in
connection with evolutionary psychology…moving from…limbic brain survival
ideas…to actual problem solving… influenced by cultural changes (hunting and
gathering, to agricultural)
Howard Gardner…like Thurstone…MULTIPLE INTELLIGENCES…Studied…Savants,
Prodigies, and Brain Injuries…to substantiate concepts..linguistic, logical-
math, musical, spatial, bodily kinesthetic, intrapersonal, interpersonal,
naturalist, existentialist.
Robert Sternberg…multiple intelligences…3 of them…
Analytical problem solving…testing..one answer
Creative…adapting to new situations…solving problems
Practical…not easily defined problems..but able to understand more
than one potential solution.
Emotional I.Q. …perceive emo in music and people’s faces (), understand how
emo can change, manage appropriate emotional response, use emotion to fuel
adaptive and creative thinking
Creative thinking….is divergent (multiple answers) not convergent (one answer)
Creative people…have …expertise, imaginative thinking, venturesome
personalities, intrinsic motivation, creative (supportive) environment
Brain Scans/Imaging and measurement of intelligence…frontal lobe, ventricle
size (corpus callosum) …Rat Research…and long term potentiation…Synaptic
Networks (enriched v. deprived environments)
Brain size slightly connected to intelligence avg. brain 3 lbs.
Intelligence and Assessment
Binet – France decided to help children with remediation…avoid labels. Norm
and standardize. Based on expected developmental skills.
Lewis Terman (Stanford) took Binet’s idea and began labeling process based on
I. Q.
mental age divided by chronological age multiplied by 100 = I. Q.
Labeling immigrants entering the United States…
Tests…Aptitude measure capability (SAT), Achievement measures what you are
supposed to know (EOG, AP Tests) Level of Achievement can influence how you
do on Aptitude tests.
David Wechsler…I.Q. Test…uses factor analysis ..Adult test (WASC) Children’s
Test (WISC). Factor analysis on this test can become tools for individual
weak areas that need remediation.
Constructing Tests: standardize, normal distribution (bell curve), reliable
results, valid.
Flynn Effect…I.Q. scores increase over time…?Nutrition, access to
Information, Hybrid Vigor…travel (mixing of gene pool) Natural Selection Wins
IQ Labels…under 70 = Mentally Retarded. Mainstream academically to boost
ability through environmental factors.
Over 135/140 = Genius. Myth that high scoring children grow
up to be dysfunctional adults… The truth is that high IQ relates with well
adjusted.
Nature and Nurture of Intelligence…adoption research, identical and fraternal
twin research. Remember Mark Twain’s idea of boys raised in a barrel
Orphan research and recovery due to neglect, deprivation, malnutrition,
social isolation
Debate over IQ and ethnicity …and Gender issues, too
Ch. 4 Famous theories....and theorists
Number One
Erik Erikson
Developed a theory that divided the lifespan into eight stages of
psychological and social development. Each stage is identified by emotional
and social conflicts.
Trust v. Mistrust (infancy)
Infants rely on other people to help them obtain what they need
(food, security, and cleanliness to mention a few). If the infant’s needs
are not met then they may develop insecurities that will last a life time.
Autonomy v. Doubt/Shame (toddlers age 1 to 3)
Toddlers will feel the need to do some tasks for themselves. If
caregivers are constantly correcting or doing things that toddler could do
for himself it may create doubt and lead to dependency.
Initiative v. Guilt (preschool child)
Preschoolers need to learn to balance their wants with the rights of
others. This becomes a key element to understanding what one seeks to do and
balancing it with respect to other people.
Industry v. Inferiority (middle childhood)
The child works to feel competent and productive in the eyes of
peers, teachers and family. Insecurities about competence and achievement
may develop if a child does not experience competency.
Identity v. Role Confusion (adolescence)
The confusing role that exists during adolescence as the child tries
to balance peer pressure and their existing value system. Anxiety in
relation to leaving the family and who they should be because of the need for
independence
Intimacy v. Isolation (young adulthood)
The need to connect with someone, to share ambitions and goals
accompanied by the fear of being alone.
Generativity v. Stagnation (middle aged adult)
As an adult we ask “How do I contribute to the world?”, “Am I
important?” Feelings of self worth can be satisfied now.
Ego Integrity v. Ego Despair (old age)
Have I done with my life what I really sought to do? Is there
anything I wish I could have done? Did I make a difference? If I answer in
a positive manner to these questions I can look back at my life with pleasure.
Piaget’s Theory of Cognitive Development
Sensorimotor Stage of Cognitive Development
Age: birth to two
Discovery and practice with sensation and movement, symbols (the
pattern of the human face), objects and effects (“wow, the ball rolls”), no
object permanence (peek a boo is funny cuz the kid really thinks you are
GONE).
Preoperational Stage of Cognitive Development
Age: two to seven
Emerging vocabulary, not logical reasoning..yet, self-centered
perspective (the world revolves around ME), no reversibility (if I hit you,
you should not be able to hit me back).
Conservation skills are limited ( not able to understand size and proportion…
tall and thin versus short and wide), progressive understanding of object
permanence (peek a boo loses its magic)
Concrete Operations of Cognitive Development
Age: seven to eleven
Able to understand conservation (size, volume, mass, dimensionality),
increasing logic, understand reversibility (“I better not do that, because
they may hit me back”)
Formal Operations of Cognitive Development
Age: eleven and UP
Individuals are able to deal with highly abstract and complex
thoughts and tasks. Becoming increasingly philosophical. Thoughts about
fairness, ethics, justice and questioning existence, purpose in life and more.
Sigmund Freud
Psycho-Social Development
FIVE STAGES
PREFACE
According to Freud, every child goes through certain situations where
there is a conflict between the needs and satisfaction of the child and the
demands or wishes of the parent. How these conflicts are resolved and
whether a child becomes fixated at one stage because of too much or too
little satisfaction greatly influence development of personality and the
onset of future problems. Healthy personality development is the result of
resolving potential conflicts during the various stages.
1. ORAL stage
Age: birth to 18 months
Lack of oral satisfaction can lead to fixation resulting in:
Overeating, gum chewing, smoking, nail biting, or symbolic oral
activities like “mouthing off”.
2. ANAL stage
Age: 18 months to three
Over-emphasizing potty training can lead to low satisfaction and result in:
Anal retentive, extreme neatness, behaviorally rigid, or the opposite
which is: generous, messy, loose and carefree.
3. PHALLIC stage
Age: three to six
Awareness of genitalia, differences between boys and girls (the parts are
different).
Boys relate to fathers and therefore, according to Freud, develop a need to
have their mother’s attention and affection (OEDIPUS COMPLEX) If a boy does
not feel like he has become as significant as his father…he may go through
life continuously trying to prove how tough he is, and also have problems
reconciling jealousy.
Girls may also go through a similar situation in relation to their
identification as being female. They may seek to be more like their mother
and develop a need to have their father’s attention and affection (ELECTRA
COMPLEX). Girls may also develop “penis envy”.
P.S. This is Freud’s theory, current data across the world does not support
this explanation.
4. LATENCY stage
Age: six to puberty
A time when a child suppresses sexual thoughts and engages in other
activities that will help them develop social and intellectual skills.
(Latent…below the surface.)
5. GENITAL stage
Age: puberty to adulthood
Desire to seek a partner, a wish to have fulfilling relationships with other
people.
If an individual does not successfully resolve issues from earlier stages
then the individual will be unable to resolve issues in this stage and not
participate in healthy relationships with significant people.
Lawrence Kohlberg
What is morality?
How does morality become…?
Are we born with ingrained moral codes or are they developed?
Why?
Identify some widely accepted moral codes in American culture:
What do you find to be morally significant in your life? Are these codes
traditional or unconventional? Explain
Why do politicians lend an ear to the issue of morality? How does it
influence us culturally?
Who is Lawrence Kohlberg?
Moral Development theory
PRE-CONVENTIONAL
#1: Morality determined by outside authority
(age related)
a.
b.
CONVENTIONAL
#2: Morality determined by approval/acceptance
(age related)
a.
b.
POST - CONVENTIONAL
#3: Morality determined by ideas of right and wrong
(age related)
a.
b.
Explain how this philosophy related to moral development may or may not be
related to age at all. Can you find exceptions, inclusions?
Compare Carol Gilligan's research with Kohlberg
Still Chapter 4
Specifics of the Aging Process
Adulthood and Aging
*The study of the aging process is called gerontology
*Cognitive Abilities:
1. By the 50’s it takes the average person longer to encode(assimilate
or accommodate; Piaget), store, and retrieve information.
2. Processing speed for mental tasks is at a premium during the 20’s and
into the 30’s.
3. Senior Citizens will have difficulty memorizing new information,
recalling specific details and at times difficulty with learning new skills.
4. Interpretive abilities (analytical, underlying meaning) stay constant.
5. Alzheimer’s is a critical condition that leads to loss of neural
tissue and therefore thinking skills. Although researchers expect to find
some decline in cognitive processing, Alzheimer’s patients experience what is
known as pathological aging.
*Physiological Changes:
1. Speed and accuracy of motor skills may decline
2. Exercise assists the aging in maintaining strong physical
health. “If you don’t use it, you lose it.”
3. Menopause, cessation of menstrual cycle, occurs at approx. age 50.
4. Men will experience a similar decline in testosterone production.
However, men will have continued fertility.
5. Osteoporosis (bones become brittle) can also influence mobility and
motor skill.
6. Visual, auditory, tactile sensations become challenged.
*Neural Changes
1. Neuron loss begins at approximately age 21.
2. The hippocampus is the only area of the brain that will continue to
have neuron growth.
3. The brain’s response system operates more slowly.
4. Situations which may lead to oxygen deprivation, stroke and heart
attack, will also lead to neural damage and perhaps a loss of specific skills.
5. Neural responsiveness to new activities becomes a challenge.
*Relationships
1. Robert Sternberg’s Theory of Love
a. Stage 1: Passion
b. Stage 2: Intimacy
c. Stage 3: Commitment
**each stage is marked by increasing sincerity to the relationship and
eventual commitment
2. Divorce is more likely to occur in relationships where marital
conflict is dealt with by:
a. Criticism
b. Defensive attitudes
c. Contempt
d. Stonewalling
3. While attractiveness is found to be important in many cultures to
build a relationship, the most important qualities in cross-cultural research
are:
a. Kindness
b. Understanding
4. After divorce, most second marriages can become fulfilling.
**especially if attempts to adapt relationship style are working.
5. Research shows that couples find a renewed sense of romance once
children leave the home.
6. After age 50, men may become more comfortable with their feminine
side and women may become more comfortable with their masculine side.
a. men may assist in household roles typically associated with female
b. vice versa
7. As one’s parents age children become increasingly parental toward
their aging parents
*Death and Dying
1. Suicide is a leading cause of death among individuals over age sixty.
a. Most commonly associated with terminal illness.
2. Elizabeth Kubler- Ross’s Theory on Death and Dying
a. Denial- unable to accept the reality of death.
b. Anger- angry at the situation.
c. Bargaining- attempt to negotiate with doctors, relatives and even God.
d. Depression- despondency over fate.
e. Acceptance- realization of what is to come.
3. The study of death is called thanatology
Maslow's Hierarchy of Needs Pyramid
Physiological Needs
Physiological needs are the very basic needs such as air, water, food, sleep,
sex, etc. When these are not satisfied we may feel sickness, irritation,
pain, discomfort, etc. These feelings motivate us to alleviate them as soon
as possible to establish homeostasis. Once they are alleviated, we may think
about other things.
Safety Needs
Safety needs have to do with establishing stability and consistency in a
chaotic world. These needs are mostly psychological in nature. We need the
security of a home and family. However, if a family is dysfunctional, family
members cannot move to the next level because they have safety concerns. Love
and belongingness have to wait until they are no longer in fear. Many in our
society cry out for law and order because they do not feel safe enough to go
for a walk in their neighborhood. Unfortunately many people, particularly
those in the inner cities, are stuck at this level.
Need to Belong
Love and sense of belonging are next on the ladder. Humans have a desire to
belong to groups: clubs, work groups, religious groups, family, gangs, etc.
We need to feel loved (non-sexual) by others, to be accepted by others.
Performers appreciate applause. We need to be needed. We see numerous
examples in advertising where our need for group belonging is tied to
consumption of a particular product.
Esteem Needs
There are two types of esteem needs. First is self-esteem which results from
competence or mastery of a task. Second, there's the attention and
recognition that comes from others. This is similar to the sense of belonging
level, however, wanting admiration has to do with the need for power. People
who have all of their lower needs satisfied, often drive very expensive cars
because doing so raises their level of esteem.
Self-Actualization
The need for self-actualisations is "the desire to become more and more what
one is, to become everything that one is capable of becoming." People who
have everything can maximize their potential. They can seek knowledge, peace,
aesthetic experiences, self-fulfilment, oneness with God etc. It is usually
middle-class to upper-class students who take up environmental causes, go off
to a monastery, etc.
Reference:
Maslow, A. (1970) Motivation and Personality. New York: Harper and Row
Class Notes: Why are we motivated to...
Emotional Theory...
Involves: Physiological Changes (associated with fight or flight)
This is known as a state of arousal
Expression of emotionality (facial and bodily)
Three Major Theories:
James - Lange ...Body is aroused ...emotion is experienced
Cannon - Bard ... Arousal and Emotion are simultaneous
Schachter's two Factors... Arousal then brain labels...emotion
Class Notes: Why are we so Emoooo
