Understanding Emotional Responses (607)


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  • Metacognition
    -refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature
    -Executive management processes involve planning, monitoring, evaluating and revising one's own thinking processes and products. Strategic knowledge involves knowing what (factual or declarative knowledge), knowing when and why (conditional or contextual knowledge) and knowing how (procedural or methodological knowledge). Both executive management and strategic knowledge metacognition are needed to self-regulate one's own thinking and learning
  • Frontal Lobe
    -considered our emotional control center and home to our personality
    -involved in motor function, problem solving, spontaneity, memory, language, initiation, judgement, impulse control, and social behavior
    -involve the ability to recognize future consequences resulting from current actions, to choose between good and bad actions (or better and best), override and suppress unacceptable social responses, and determine similarities and differences between things or events. Therefore, it is involved in higher mental functions
  • Limbic System
    -involved in many of our emotions and motivations, particularly those that are related to survival. Such emotions include fear and anger
    -play its important role on the mediation and control of major affective activities like friendship, love and affection, on the expression of mood and, mainly, on fear, rage and aggression The amygdala, being the center for identification of danger, is fundamental for self preservation. When triggered, it gives rise to fear and anxiety which lead the animal into a stage of alertness, getting ready to flight or fight
    -involved in emotional expression
  • Emotional Arousal      If you were to describe the events leading up to emotional arousal, you would probably describe three stages: (1) an event occurs; (2) you experience an emotion: you feel surprise, joy, anger; (3) you respond physiologically: your heart beats faster, face flushes, and so on.      Psychologist William James and physiologist Carl Lange offered a different explanation. Their theory places the physiological arousal before the experience of the emotion. The James-Lange sequence is: (1) an event occurs; (2) you respond physiologically; and (3) you experience an emotion, for example, you feel joy or sadness.  A third explanation is called the cognitive labeling theory (Schachter, 1964). According to this explanation, you interpret the physiological arousal and, on the basis of this, experience the emotions of joy, sadness, or whatever. The sequence of events goes like this: (1) an event occurs; (2) you respond physiologically; (3) you interpret this arousal-that is, you decide what emotion you're experiencing; and (4) you experience the emotion. Your interpretation of this arousal will depend on the situation you're in. For example, if you experience an increased pulse rate after someone you've been admiring smiles at you, you might interpret this as joy. You might, however, interpret that same increased heart beat as fear when three suspicious-looking strangers approach you on a dark street. It's only after you make this interpretation that you experience the emotion, for example, the joy or the fear.
  • Understanding Emotional Responses (607)

    1. 1. Understanding Your Reactions John DeGonda YOUR BRAIN, EMOTIONS, AND YOU
    2. 2. • Teen brain is effecting everything from schoolwork, sleep patterns, and teen’s taking risks. • Pre Frontal cortex developing is the last to happen in a brain • Frontal Lobe: associated with planning, decision-making, impulse control, memory, language, attention, and more • Teens make quick impulse reactions sometimes with out thinking • Teens act on impulses • Testosterone surges during puberty and teens have the emotions of anger and sadness • Hormones are not the cause of all teenage behavior • Teenagers judgment still developing may explain the risk taking and emotions • Teenage risk behaviors is high • Teens want to fit in with peers • Teenagers are very influenced by the media THE TEEN BRAIN
    3. 3. • The teenage brain is not just an adult brain with fewer miles on it • Adults and teenagers are using different parts of their brain to think about problems. • Teens read facial expressions differently then adult • Teens read anger on someone's face when they are really shocked • Teens take more risks because they don’t for see the results as adults do ADULTS VS. TEENS
    4. 4. • The sympathetic nervous system has an active "pushing" function • The sympathetic nervous system activates what is often termed the fight or flight response • These include pupil dilation, increased sweating, increased heart rate, and increased blood pressure • Diverts blood flow away from the gastro-intestinal (GI) tract and skin via vasoconstriction. • Blood flow to skeletal muscles and the lungs is enhanced (by as much as 1200% in the case of skeletal muscles). • Dilates bronchioles of the lung, which allows for greater alveolar oxygen exchange. • Increases heart rate and the contractility of cardiac cells (myocytes), thereby providing a mechanism for the enhanced blood flow to skeletal muscles. • Dilates pupils and relaxes the ciliary muscle to the lens, allowing more light to enter the eye and far vision. • Provides vasodilation for the coronary vessels of the heart. • Constricts all the intestinal sphincters and the urinary sphincter. • Inhibits peristalsis. AUTONOMIC RESPONSES
    5. 5. • The limbic system operates by influencing the endocrine system and the autonomic nervous system. • The James-Lange theory, conversely, asserts that first we react to a situation and then we interpret our actions into an emotional response. In this way, emotions serve to explain and organize our own actions to us. • Arousal is important in regulating consciousness, attention, and information processing. It is crucial for motivating certain behaviors, such as mobility, the pursuit of nutrition, the fight-or-flight response • It is also very important in emotion, and has been included as a part of many influential theories such as the James-Lange theory of emotion LIMBIC SYSTEM & EMOTIONS
    7. 7. MOVIE TIME! • Emotions in the Brain • http://www.youtube.com/watch?v=K9BErDQF3CU&feature=email • How the Body Works : Center of Emotion and Memory • http://www.youtube.com/watch?v=lZ4mdXAtnEs&feature=email • How the Body Works : Physical Responses to Emotion • http://www.youtube.com/watch?v=SS_qMHPI0XM&feature=email • Brain Anatomy • http://www.youtube.com/watch?v=Li5nMsXg1Lk