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EMOTIONS

Emotions belong to the AFFECTIVECOMPONENT of psychological processes.

Characteristics :1) A state of excitation or arousala stirred-up

state.

2) Involves a set of physiological changes,

along with facial/ other bodily expressions.

Physiological reactionsin the peripheral nervous

system (PNS), and involvement of specific regions

of the brain (CNS).

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10) Motivational states arise from a need

emotions do not involve a need.11) Emotions may be described in terms

of-

o Pleasantness-Unpleasantness;o AttentionRejection;

o TensionRelease (Schlosberg dimensions)

(Other classifications of dimensions havealso been proposed).

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Physiological changes during Emotions

Change in GSR (change in skin

conductance);

Change in blood pressure, blood

composition;

Change in heart rate;

Change in respiration rate;

Pupil dilation;

Pilomotor reflex, or goose pimples;

Slowing down of motility of gastro-

intestinal tract, decreased salivation ;

Increased muscle tension

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Autonomic Nervous System

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Ques: Exactly how is an emotion

experienced ?

Ans. Given in various THEORIES of

emotion.

Two sets of theories will be discussed

Physiological theories Cognitive theory

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Physiological theories of Emotion

These theories point out wherephysiological activity gets focusedduring an emotionthey deal with the

seat of emotion.Four commonly described views :

Activation (arousal) theory

Papez-MaClean theory James-Lange theory

Canon-Bard theory

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1. Activation (arousal) theoryLindsley.

Main component of an emotion : arousal

or activation in a specific region of thebrain-stem, namely, Reticular Activating

System (RAS).

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http://www.learningdiscoveries.com.au/RASarousal.gif

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2. The Papez-MacLean theory:

(Limbic Theory)(a) The LIMBIC SYSTEM (made up of

specific parts of the brain) plays a major

role in an emotional experience, especiallythe AMYGDALA and the HIPPOCAMPUS.

(b) The HYPOTHALAMUS plays an important

role in the physical/ behaviouralexpression of an emotion.

Mainly deals with high-intensity emotions,

e.g. anger and fear.

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The Limbic System

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Modified version of Limbic Theory

LeDOUX (1995)Two neural circuits -(i) thalamus and amygdala, involved in fastemotional response, and

(ii) thalamus and cortex, involved in slowemotional response : also linked to higher

mental processes.

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3. The James-Lange theory

Contrary to common-sense, the actual

sequence of events during an emotion is as

follows

We first respond physically/ physiologically

to the stimulus, and then experience theemotion psychologically.

Focuses on emotions that have a distinctbodily expression.

The role of PNS (ANS) is highlighted.

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Evidence for the theory :

We often react physically first, and then

experience the emotion. People with spinal injuries show a

difference in their emotional experience.

Stage actors/actresses often report thatwhen they physically enact different

emotions, they start experiencing thoseemotions.

However, there is also counter-evidence.

Th C B d th

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4. The Cannon-Bard theory :

Bodily reactions and emotionalexperience occur simultaneously - no

identifiable sequence.Both start at sub-cortical centersthalamus

and hypothalamus.

The thalamic-hypothalamic areasimultaneously sends out TWO sets ofneural messages

(1) one set to the viscera and skeletalmuscles, and

(2) the other, to the cortexreflects samepattern as at the source, but leads to

psychological experience.

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Cognitive Theory of Emotions

Schachter and Singers Cognitive theory :

This theory proposes that emotionalexperience consists of an INTEGRATION

of physiological, situational, and cognitive

components.A stimulus produces a state of arousal inthe person, accompanied by physiological

changes.This arousal is COGNITIVELY APPRAISED

in the light of SITUATIONAL INFORMATION.

.continued

Th i di id l th l b l th ti l

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The individual then labels the emotionalstate.

Stimulus factors provide inputs through

the sensory system.Physiological factors provide inputs from

internal organs and the skeletal system.

Cognitive factors play a significant role inlabelling the combined experience arising

out of physiological and situationalcomponents.

Evidence for the theory was based oncarefully designed and conductedexperiments.

S h ht i t (O l )

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Schachters experiments (ONE example):

The experiment was described as astudy of the effects of vitamin [Suproxin]

on vision (cover story).

Randomly selected sample, randomly

assigned to EIGHT groups (Grp 1,2, 3 and4,5,6,7 and 8).

Three independent variables, A, B, and C,

each at 2 levels: A1/A2; B1/B2; C1/C2.A: A1- epinephrine/ A2- no epinephrine

B: B1- information / B2- no information

C: C1- happy model/ C2-angry model

G I

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Grp I:

A1- Given epinephrine injection.

B1- Informed that they would feel aroused.C1-Presented with a happy model.

Grp 2:A1- Given epinephrine injection.

B1 - Informed about arousal.

C 2-Presented with an angry model.

G 3

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Grp 3

A1- Given epinephrine injection

B2- NOT informed about arousal.

C1 -Presented with a happy model.

Grp 4

A1- Given epinephrine injection.

B2 - NOT informed about arousal.

C2 - Presented with an angry model.

Exercise: Complete the design, including theremaining 4 groups (Grps 5,6,7 and 8)- see

table on next slide.

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A1 - Epinephrine A2-No epinephrine

(placebo)

B1-

Informed

B2- Not

Informed

B1-

Informed

B2- Not

Informed

Grp 1 Grp 3 Grp 5 Grp 7

Grp 2 Grp 4 Grp 6 Grp 8

C1-

Happy

model

C2-

Angrymodel

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Ques: (1) How would the different groups

describe their emotional state ?

(2) Which group would be MOST LIKELY torely on situational cues for describing theiremotional state ?

Findings: Subjects given epinephrine, andnot informed about arousal, describedtheir emotional state according to themodel presented (situational cue).

Other cognitive theories (for example

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Other cognitive theories (for example,Cognitive Appraisal theory) have also been

proposedessentially emphasizing how

situational information influences theinterpretation and experience of

particular emotions.

Ques 1: Is there no difference at all in thephysiological changes that occur in

different emotions ?Ans.Generally, the physiological changes

in different emotions are similar, but may

not be identical.

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Ques. 2. Are emotions mainly INNATE, or

are they mainly the result of LEARNING ?

Ans. Evidence and arguments are

presented for both sides.General conclusionThe experience of

emotions is innate, expressions of emotions

is innate but changeable according tolearning (cultural effects,etc.)

*********