Transcript Motivation and Emotion

McElhaney
AP Outline
 VIII.
Motivation and Emotion (7–9%)
 Biological Bases
 Theories of Motivation
 Instinct, Drive Reduction, Optimal Arousal, Incentive
Theories
 Hunger-
Eating Disorders; Thirst, Sex, Social
Cultural Factors, Sexual Orientation and Pain
 Social Motives, Achievement Motivation,
 Theories of Emotion, James-Lange Theory,
Cannon-Cognitive Theory; Characteristics,
Biology of Emotion, Emotional Expressions
 Stress
Basics of Motivation
 Our
behavior is energized and directed by
motives and emotions
 There
are links between motives and
emotions
 Basic motives- Hunger-thirst are monitored
within the brain
 Activities/motives
are related to needs for
stimulation and to maintain arousal
Definition of Motivation:
 The
factors that influence initiation, direction,
intensity + persistence of behavior
 Why do we do what we do?
 Behavior is based partly on the desire to feel certain
emotions.
 How
is motivation exemplified by Hunger, sexual
desire and Need for Achievement?
 effects emotion example- hunger
and irritability
 Motivation
Motive:

A reason or purpose that provides a single
explanation for diverse behaviors.
Some psychologists think of motivation as an
“intervening variable” Intervening variable is something that is used
to explain the relationship between
environmental stimuli and behavioral
responses.

Sources of motivation: 4 basic categories
Biological Factors- Autonomic Nervous
System
2. Emotional Factors- panic, fear, anger,
love, hatred
3. Cognitive Factors- perceptions, beliefs,
expectations
4. Social Factors – other people, influence
from parents, friends, teachers, TV,
Siblings…Factors1.
Theories of Motivation (web)

Instinct- Evolution=genetic predispostion

Drive Reduction -biological, focus on how our
inner pushes and external pulls interact

Optimal Arousal- finding the right level of
stimulation

Maslow- Hierarchy of Needs- describes how
some of our needs take priority
Basic Model of Motivation

Dynamics of behavior in the way actions
are:
 Initiated
 Sustained
 Directed
 Terminated
Example of Food Seeking
Initiated by bodily need
 Search was sustained
 Action directed by possible sources
 Terminated by attained goal

The Model (Motives)

Motivational Activities- begin with needs
 Need is an internal deficiency
Needs cause - Drive= energized state
that facilitates a need
 Drives --activate a response = an
action or series of actions to attain a
goal
 Goals are targets of motivational
behavior

Need
Drive
Need reduction
Goal
response
Difference between Needs and Drives
Need - A state of deficiency
 Drives - Psychological states activated
to satisfy needs, Often associated with
some kind of arousal, Increased
physiological and/or autonomic activity,
 For many biological needs, drive
satisfaction is regulated by homeostatic
mechanisms and
 are stronger than drives

External Stimuli

Motivated behavior can be energized by
the pull of External Stimuli

And push of internal needs
Action is a Mix
Internal needs and External Incentives
 (types of conflicts are associated)


Incentive value of goals helps us
understand motives that don’t come
from internal needs
 Example success = status-approval
Types of Motives: 3 Categories
1. Primary-(innate)
 Based on biological needs
 Must be met for survival
 Hunger, thirst, pain avoidance
 Air, sleep
 Elimination of waste

2. Stimulus Motives (not necessarily
for survival)
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Need for stimulation
Need for information
Activity
Curiosity
Exploration
Manipulation
Physical contact
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Not necessary for
survival
Stimulus Drives=
reflect need for:
Need for stimulation
Need for information
Activity – curiosity
Explorationmanipulation
Physical contact
Sensory input (sex)
3. Secondary Motives (learned motives)
Learned needs or drives and goals
 Making music
 Competing
 Learned needs for power
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For affiliation
Status
Security
Approval
Achievement
Fear + Aggression are learned
Drive Reduction Theory
Physiological need creates an arousal
state that drives an organism to reduce
a need.
 Eating/drinking example

As a need  increases
 A drive increases
 (a drive is an aroused motivated state)

Instinct theory
Unlearned
 Evolutionary psych
 Genes predispose species typical
behavior
 Example:
 Rooting reflexes
 , aggression, (maybe Phobia)
 Helping behaviors
 Romantic attractions, mate selection

Arousal Theory
 Says
ideal levels of activation exist for
various activities
 Arousal
refers to activation of body +
nervous system
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[email protected] = no arousal=death
Low during sleep or boredom
Moderate during daily activities
High at times of excitement, emotion, panic, fear
and anxiety
Levels of Arousal

We perform best
when we have a
Moderate level of
Arousal

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Not too passive/not
too
anxious=Performanc
e
Inverted U Function
Says at low levels of
arousal=decrease
performance
More arousal=
improved
performance
Levels of Arousal 2

Ideal level arousal depends on
complexity of the task
Simple tasks--Best for arousal to be high
Complex tasks  best for low/moderate
arousal
Yerkes-Dodson Law
Sensation Seekers
People learn to seek particular levels of
arousal
 Sensation seeking scale+ Thrill
+adventure seeking

 Experience seeking
 Disinhibition
 Boredom Susceptibility

Primary Motive is Homeostasis
Biological needs- direct much of our behavior
 Are used to maintain body balance=
Homeostasis

Hunger (motive) is a regular cycle each day
 Good example of how internal and external
factors direct behavior
 Liver affects hunger

Hunger 2
 Stomach
size some indication of hunger
 Glucose-
level in blood and
 hypoglycemia = low blood sugar level
 Feeling of hunger causes stomach
contractions
sends nerves signal to brain  desire
to eat
 Liver
PainDrive to avoid pain=episodic
 Takes place at certain episodes when
body is or is about to be damaged

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Prompts us to avoid pain

Pain tolerance- is learned- raise of lower
tolerance
Brian Mechanisms

There are many parts of brain associated
with motivation
Hypothalamus

does regulate motivation and emotion
 Thirst, hunger, sexual behavior
 Is sensitive to sugar in the blood
 Receives neural messages from liver and
stomach
 One part signals hunger =feeding system
○ Which initiates eating

Lateral hypothalamus- (hunger feelings)
 When electrified causes animals to eat
 Secretes Appetite stimulating hormones
 If destroyed = no eating
 Marijuana-”Mary-Jane” causes a hypothalamic
response= “Munchies”
Ventro-Medial Hypothalamus
Part of Hypothalamus relates directly to
Satiety (fullness) feelings= stop mechanism
 If destroyed = overeating
 Appetite surprising hormones
 (Bottom medium part of the hypothalamus)

Paraventricular Nucleus of Hypothalamus
Affects hunger= helps keep blood sugar
level steady
 Both- starts and stops eating
 Sensitive to Neuropeptide Y (NPY)

 Large amount = hunger
Glucagon -Like Peptide 1 (GLP1)
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Causes eating to cease
 Released by intestines
 After eating a meal
 In blood then to brain
 10 minutes after eating- (eat slow = eat less)
Set Point- Thermostat
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Low weight body increases appetite
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When fat levels rise
Leptin- Fat cells release-tells brain to stop eating.
Leptin circulates at levels directly proportional to body fat.
It enters the central nervous system in proportion to
its plasma concentration.
Its receptors are found in brain neurons involved in regulating
energy intake and expenditure.
 It controls food intake and energy expenditure by acting on
receptors in the mediobasal hypothalamus.[15]
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 The
body is homeostatic when we are at the set
point and then it is activated to reach the set point
when we fall below.
Blood Chemistry
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hunger arousing
Ghrelin- secreted by
empty stomach
hormone, signals
brain
Orexin- hormone
secreted by
hypothalamus
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Insulin- hormone
secreted by
pancreas controls
blood glucose
Leptin- protein in
hormone secreted
by fat cells
increases
metabolism and
decreases hunger
Pyy- digetstive tract
hormone send
satiety signals to
brain
Write a synthesis paragraph explaining how all of these mechanisms should be
understood. (In other words, what do we learn about eating motivation from
these mechanisms?)
Hypoglycemia
Liver affects hunger-How?
Hypothalamus:
Lateral Hypothalamus
Para-ventricular Hypothalamus
Brain Mechanisms:
Lateral Hypothalamus
Ventro-Medial Hypothalamus
Glucagon like peptide 1
Set Point
Leptin-
Taste Aversion

Associated with nausea
 Classical conditioning
 Biological tendency- associate food with
sickness
 Protective
Eating Disorders
 Anorexia
Nervosa
 Adolescent Females
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<5-10% male>
Severe Dieting
Compulsive attempt
to lose weight
Do not seek or desire
food
1 in 20 die of
malnutrition

Bulimia Nervosa
 Gorge on food then
vomit
 Take laxatives to
avoid weight gain
Causes of Bulimia Anorexia

Women dissatisfied with bodies
(Perception)
 Distorted view of themselves
 “They think they’re fat, exaggerated fears of
becoming fat.”

Distorted Messages from media (Social)
 Compulsion- comparing to models
 Distorted body image


Perfect daughter control issues
Shame, guilt, self contempt, anxiety
(Abnormal)
Treatment of Eating Disorders
 Medical
diet
 Behavioral Counseling- self monitoring of
food intake
 Extinction training (to end the learned behavior)
urge to vomit
 Cognitive approach Change the thinking patterns & belief system
about weight + body image
 Usually
people need outside support and
urging from family
Sex Researchers
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Kinsey 1940’s and 1950s used surveys to
study sexual practices
(Problem of Courtesy Bias)
Masters and Johnson 1966, in a laboratory,
measured sexual arousal and behavior
Wanted to solve sexual dysfunctions
Measured over 8000 sexual cycles
Volunteers received natural and artificial
stimulation problem -conclusions, may not
be representative of larger population (limited
population sample)
Sex “Drive”
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
Sex Drive= one’s
motivation to
engage in sexual
behavior
Mammals- femalehormone- Estrus =
“Heat”
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Male animals
Ready to mate
sex drive= aroused
by behavior + scent
of receptive female
Human Sex “Drive” really
Motivation

Non-Homeostatic- it
works independent of
bodily need
Sex motivation in men is
related to amount of
Androgens= male
hormone
 Produced by testes
 (puberty- increases
supply of androgens)

Human Sex Motivation
 Human
sex Motivation can be aroused at
anytime
 Sexual
 Sex
activity- does not prevent sexual desire
drive can be aroused + Reduced
 “The Coolidge Effect” Habituation
 Male sex drive can be aroused repeatedly with new
sexual partners.

Biology of Sex:
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Master’s and Johnson identified Sexual Response
Cycle:
The Pattern of physiological
arousal during
+ after
Men
Women
sexual arousal
Both men and women
Resolution
Excitement
Plateau
Orgasm
 (evolutionary in women to facilitate conception)

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Resolution
Men have 1 pattern
 Resolution=relaxation
 Refractory= men unresponsive

(Women don’t have this they are capable of repeating cycle)
Sex Hormones:
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Estrogens
Progestins-ProgesteroneAndrogens = Testosterone
Each Hormone flows in blood of each Male and Female
Average man has more androgens
Women have more Estrogen + Progesterone
Organizational Effects on Brain:
Permanent changes that alter brain’s response
Occur at birth
Create male and female patterns
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Sexually Dimorphic (sex differences)
Area of Hypothalamus
Rising level of sex hormone in puberty
Women- Estrogen + Androgens (ovaries and testes- secrete)
Hormones motivate us
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Activational Effects:
Activates behavior

Effects behavior when
hormone is in blood stream

Associated with fertility
Female is sexually receptive
= estrogen level high
 Peaks at ovulation
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Stimulate sexual
interest (androgens and
estrogens in female)
(androgens only in males)
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Sexual desire rises at
ovulation
Ovulation is one part of the
female menstrual cycle
whereby a mature ovarian
follicle (part of the ovary)
discharges an egg (also
known as an ovum, oocyte, or
female gamete). It is during
this process that the egg
travels down the fallopian
tube where it may be met by
a sperm and become
fertilized.
Women to mates
Day 14 (since the last period)
Every 28 days
Decrease in hormones =
decrease in sex drive
Ovulation
Psychology of Sex

Sex is not a biological
need
1.
Similar to hunger
Internal physical
mechanism
Excitatory response
Cultural aspects
2.
3.
4.
Men and women
respond to external
stimuli
 Example: the
amygdala more active
in men
 Learned behavior
 Sexual models
influence perceptions
 Example of devaluing
partners
 Dreaming both male
and female have
sexual dreams
 Habituation occurs

Social and Cultural Factors in
Sexuality:
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Learned Gender Roles- Differences

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Men and porno
MRI Study shows activity of amygdala + hypothalamus in men
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Sexual Orientation:
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Defined: A person’s enduring, emotional, romantic, or sexual attraction to
others
Hetero, Homo, Bi-sexual
1973 Homosexuality was dropped from the DSM Diagnostic and Statistical
Manual (used for making diagnosis for abnormal behavior)
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○
○
Dropped in china as a mental disorder 2001
Estimated 2-21 % of population is gay
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What shapes sexual orientation?
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Genes may influence sexual orientation.
Identical twin studies show, 52% correlation one gay other one is too.
Also, twins were raised apart.
One reason too much hormone in utero
May also be associated with increase in androgens and altered structure
Gender Differences in sex
Motivation
Consistent Gender Differences:
 Men tend to have stronger interest in and
desire for sex than women
 Women more likely than men to associate
sexual activity with a committed
relationship
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Women with sexual dysfunction are greatly
correlated to emotional relationships
problems.
University of Chicago Sex Survey:
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Surveys found:
People generally have sex = 1 per week, with a partner in
stable relationship.
Some a few times or not at all in the past year
Average male had only 6 partners entire life
Average female = lifetime 2 partners
People in committed one partner relationships had the
most frequent and satisfying sex
Majority of heterosexual couples engaged in traditional
intercourse
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Nearly one quarter of U.S. women prefer to achieve sexual
satisfaction without partners of either sex
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Findings did not address pornography or sexual deviations,
and sample was only in USA
Circadian Rhythms

Internal Biological Clocks
 24 hour cycle
 Guide Body Activity
Liver
 Kidney
 Blood Pressure
 Endocrine Glands

Peak During Day
Adrenaline is
3-5x higher
Test Anxiety Pg 445
Learned Motives

We learn to pursue excellence

Reinforcers Praise money, success--affect goals and desires
Opponent Process Theory
 Richard Solomon (1980)
 Explains learned motives
 2 assumptions
 1. Any reaction
to a stimulus is followed by an opposite
reaction – the “Opponent Process”
 2. After repeated exposure to the same stimulus, the initial
reaction weakens, and the opponent process becomes
quicker and stronger”
 Example drug addiction
 “If a stimulus causes a strong emotion
<Fear or
Pleasure> an opposite emotion tends to occur when
stimulus ends”
 Stimulus
of pain + Pain ends =relief
Opponent Process Theory 2
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
Pleasure + Drug use – end of drug use=
Pleasure ends – craving & discomfort develops
In love + feel good when lover is present
Take away lover = discomfort when they are not
there
 If stimulus is repeated- our response is
habituated (gets weaker)
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Emotional after affects get stronger with
repetition (example- depression when drug use
ends)
Quiz: Opponent Process Theory
Address the following:
 Richard Solomon (1980)
 Learned Motives
 How does the Opponent Process theory
relate to motivation?
 What other connections to AP outline
can we make?
 Role of Stimulus
 Give Examples

Social Motives

Success, money, possessions, status,
love, approval, grades, power
Acquired through conditioning +
socialization
 Due to learned needs

Need For Achievement (nAch)

A desire to meet an internal standard of
excellence

People strive to do well- in any situation
which evaluation takes place

People for high need for achievement
enjoy challenges + chances to test
abilities
Need For Achievement (NACH)
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Mclelland- could predict behavior of high and low
achievers.
Characteristics of:
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People with high (nAch) don’t seek goals that are too easy
Avoid goals that are too risky
Complete difficult tasks to get grades
Excel in occupations
Work harder when they don’t do well
Have Self-efficacy “According to Albert Bandura, selfefficacy is “the belief in one’s capabilities to organize and
execute the courses of action required to manage
prospective situations” (1995, p. 2). In other words, selfefficacy is a person’s belief in his or her ability to
succeed in a particular situation. Bandura described
these beliefs as determinants of how people think,
behave, and feel (1994)”
Achievers- Key To Success
Benjamin Bloom
 Identified via a study
 Found  drive and determination = success

Achievers- Parents Support Success
in Children


Tends to be learned in early childhood from parents
Correlation between parent behavior + achievement
motivation
 Kids with low Achievement
○ Parents interfered with child difficulty
○ Parents became annoyed by lack of success of kid
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Parents expose children to music, swimming, science,
(ideas for fun) (Stimulating environment= more synapses)
Talent is nurtured by dedication + hard work
Support child’s special interest
Emphasize doing one’s best at all times
Coaching and encouraging practice
Achievers- Self Confidence=
people believe they can reach a goal
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Set goals that are
specific and
challenging but
attainable
Visualize the steps
you need to reach
your goal
Advance with small
steps
Get expert
instruction

Find skilled models to
emulate

Get support +
encouragement

If you fail- regard it as
a sign you need to try
harder
Self Confidence affects Motivation--- “Duh”
Abraham
Described a Hierarchy of
Maslow Human needs
Self
actualizing
= Full use of
personal
potential

Base of Pyramid=
Necessary for
survival

Pre-potent =
Dominant over
higher needs

Deficiency
MotivesActivated by a
lack of – food,
water, security,
love, esteem, or
other basic need.

Growth needs Positive- life
enhancing for
personal growth.
 Meta

needs-
Higher needs,
Tendency for
selfactualization
Maslow's Meta-Needs:
 Wholeness
(unity)
 Perfection (balance and
harmony)
 Completion (ending)
 Justice (fairness)
 Richness (complexity)
 Simplicity (essence)
 Liveliness (spontaneity)≈
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Beauty (rightness of form)
Goodness (benevolence)
Uniqueness (individuality)
Playfulness (ease)
Truth (reality)
Autonomy (self-sufficiency)
Meaningfulness (values).
Meta Needs

We tend to move up to Meta needs

A person who meets survival needs then
moves to meta needs if these are unfulfilled

They are in a “ Syndrome of Decay”
Characterized by despair, apathy, and
Alienation

Syndrome of decaywhen we cannot reach our higher other
needs
 Most people are concerned with
esteem, love, security, but they don’t get
much past that.

Intrinsic and Extrinsic Motives
Intrinsic motivation- we act without any
obvious external rewards. You are
motivated on your own part.= high
achievers
 Extrinsic- external rewards enhance
motivation- ex money, grades, approval

Emotion Defined
 Emotion
(defined) (emotion means to move)
 Physiological arousal and changes in facial expression, gestures, posture, and
subjective feelings
 We are motivated by fear + Joy
 Emotions
cause us to action, to get enjoyment and
action to avoid pain
 Emotions
are linked to adaptive behavior (recall we
adapt to our environment, situation, by Attacking, fleeing,
seeking, comfort, helping others, reproducing Emotions help solve + cause problems (stage freight)
 Hate, anger, disgust, fear
 Emotions
disrupt behavior + relationships
Connection Between Motivation
and Emotion
Motivation can intensify emotion.
 Emotions can also create motivation.
 People engage in activities that create or
lead to emotions they desire
 And or people are act to avoid
emotion… also created motivation

Defining Characteristics of
Emotion
both Psychological and Physiological reactions to environment
1.
 Emotion is Temporary-clear beginning and end
 Mood lasts longer
Emotional Experience can be positive and negative
2.
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Emotion Alters Thought processes
3.
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○
4.
Emotions can create motivationPeople engage in behaviors they think will lead to positive emotions
Negative emotions = Narrow thinking
Positive emotion = broad thinking
Action is triggered by emotion AKA Action Tendency
○ Motivation to behave in certain ways
○ Negative –cause negative behaviors
○ Positive –causes positive behaviors
5.
Emotions are Passions you feel
○ Emotions can be controlled somewhat through interpretation
○ Interpretation of experiences can impact emotional response
○ You cannot decide to experience joy or sorrow
More Definitions of Emotion
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1.
Emotions are:
Organized Psychological and Physiological reactions to changes
○ Subjective (Private)
○ Objective = Measurable

Characteristics:
1.
2.
3.
4.
5.
6.
Emotions are temporary short duration
Moods are longer lasting
Emotions can be positive or negative or mixed
Emotions can alter thought processes by directing attention
Negative emotions = fear can narrow attention
Positive- can widen our thinking (think broadly)
Emotions can trigger action tendency or the motivation to behave
in certain ways
 Positive emotions joy, pride lead to playfulness and creativity
and exploration of the environment:
 Negative Emotions- sadness and fear promote withdrawal from
threatening situations; anger might lead to actions that lead to
revenge…

Subjective and Objective
Aspects of Emotion
Subjective Aspects are = Private
processing
 Are triggered by thoughts-then felt.
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Objective Aspects of Emotion
 Are expressive displays =smile—Frown
 Physiological responses- heart rate
Biology of Emotion
Biology of Emotion:
Involved in
Generation of Emotion
 Experience of Emotion
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Autonomic Nervous System
ANS is not connected to brain areas affecting consciousness
 Arousal accompanies emotions
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Sensory information alerts the brain to emotion- evoking
situation
Through the thalamus
Hippocampus- is involved in interpretation of sensory input
Output- amygdala
Hypothalamus
Autonomic nervous system (locus coeruleus)
Theories of Emotion:
Questions:
 Do autonomic experience create emotion?
 Or, Are autonomic responses due to emotion?
 QUIZ:
 Which theory regarding the initiation of emotion is most
persuasive and why?
Explain why the other theories are not persuasive.
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Main Theories are:
Biological:
 William James
 Walter Cannon
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Cognitive:
 Stanley Schacter
 Richard Lazarus
James-Lange Peripheral Theory
Explained how physiological responses relate to emotional
experiences.
“Experience of emotion depends on Feedback from
physiological responses outside the brain.”
 Physical arousal  then emotion
 You see a bear and you run- said you are afraid because
you run
 Activity of the peripheral nervous system is a cause of
emotional experience.
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Perception of the bear, causes physiological response
and then the fear follows.
 “once you strip away all physiological responses, nothing
remains of the experience. Emotion, must therefore be
the result of experiencing a particular set of physiological
responses.”
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Cannon-Bard Theory Central
Theory
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Pg. 445 Cannon-Bard Theory Central Theory
Disagreed with James
Cannon argued you feel fear at sight. (Sensory)
We see a Bear- we feel fear- you feel fear at the sight of Bear even before you run.
Emotional experience starts in central nervous system specifically in the Thalamus
Thalamus- is the structure that relays information from most sense organs to cortex.
Central Theory says
“When thalamus receives sensory information about emotional events and situations, it sends
signals to ANS and at some time to the cerebral Cortex when emotions become conscious.”
Updated Version: Says really the “Amygdala seat of emotion”
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Cannon said that the experience of emotion appears directly in the brain with or without
feedback from peripheral responses (contradicts James)
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“Emotion occurs through the activation of specific circuits in the central nervous system.”
Schacter (early 1960s)
Cognitive Interpretation of Body Responses
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“The emotions we experience everyday are shaped partly by how we interpret the
arousal we feel.”
Response to James Theory- said physiology is too simplistic an explanation, it does
not address all the shades of emotion.
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He argued that emotions emerge from a combination of feedback from peripheral responses and the
cognitive interpretation of the nature and cause of those responses.”
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You notice the arousal then interpret the cause of the arousal.
Physio and Cognitive interpretation – you do have arousal but there is a label the
bodily reaction as a specific emotion.
Attribution- is the process of identifying the cause of an event
Physiological arousal might be attributed to several emotions depending on the
situation
Excitation Transfer:
“A phenomenon in which physiological arousal from one experience carries over to
affect emotion in an independent situation.”
Example: “When people have been aroused by physical exercise become more angry
when provoked, or experience more intense sexual feelings when in the company of
an attractive person, than do people who are less physically active.”
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Lazarus
Cognitive Appraisal Theory
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It is cognitive interpretation of events themselves
that determine emotional experiences
Example: a person’s interpretation of a grade on a
test will be determined by the grade itself.
How we think events will affect our personal well
being
A cognitive appraisal (evaluation)
If the event is relevant to our wellbeing we experience
an emotional reaction
Positive or negative based on our appraisal
depending whether we see the event as advancing
our personal goals or obstructing them.
Emotions
Help and can cause
problems- hate, anger,
fear
 Disrupts behavior and
damages relationships
 Physiological- bodily
responses
 Posture, tone, facial
expressions, body
language= emotional
outward expressions
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Sympathetic nervous system
ANS= responses to emotion.
Sympathetic= activates emotion,
arousal, fight or flight
 Parasympathetic- opposite. Slows down
the reaction and conserves energy.
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Plutchik
Plutchik’s 8 primary emotions:
Fear, surprise, sadness, disgust, anger,
anticipation, joy, and trust/ acceptance
 They fluctuate in intensity and can be
mixed and yield to another emotion
(hybrid emotion)
 Moods are tied to circadian rhythms.
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Brain and Emotion
Positive emotion= left hemisphere.
Sense of humor
 Negative emotion= right hemisphere.
 Some emotional processing= cerebral
cortex
 Amygdala= fear, strong emotion
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Facial Expressions
Expressing Emotions: Ekman
“Psychologists believe that emotional expressions evolved
to communicate our feelings to others which aids survival”
People more sensitive to angry, scheming thinking, faces…
Basic Facial expressions seem to be universal
Cultural Differences in Emotion
Asian cultures- group harmony is
important
 - Anger is not a public emotion
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America and Western Europe= Anger is
common
 reflects values of independence +
rights
 justice
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