This document contains a weekly playlist with songs paired with psychological concepts related to emotions. The playlist includes songs about Duchenne and non-Duchenne smiles, emotional mimicry, happiness and broaden-and-build theory, anger and heuristics/stereotypes, cultivating happiness, sadness and attention to situational details, and affective forecasting. The document also provides an introduction to emotions by Melanie B. Tannenbaum for Psych 201 in Spring 2014. It discusses the three key components of emotions, emotional appraisal processes, universality vs cultural specificity of emotions, evolutionary approaches including Darwin's three hypotheses, and cultural differences in emotional displays.
This presentation is basically for the 12th class students,who are preparing for board exam and opted for physical education as their subject..
chapter1 PLANNING IN SPORTS
DIFFERENT COMMITTEES AND THEIR ROLE
This document provides information about the Olympic movement including the ancient and modern Olympics, Olympic symbols, ideals, objectives and values. It discusses the International Olympic Committee and its role in organizing the Olympic Games. It also describes the Indian Olympic Association and the objectives of establishing it. Finally, it gives details about the Dronacharya Award and Arjuna Award which are conferred by the Government of India to honor coaches and sportspersons respectively.
The document discusses a yoga program called "Yoga for Happy Kids" that aims to enhance children's development through physical and mental stimulation without pressure. The program uses yoga, modified for children, combined with age-appropriate activities to support healthy development of body, mind, and spirit. It consists of 10 theme-based segments that incorporate breathing, stretching, relaxation and games to teach topics like communication, perspective, and responsibility.
The document provides information and formulas for marking an athletics track. It discusses the key components of a track including lanes, lines, curves, straights and their measurements. It provides the method to calculate the total area of a track by using the length of straights, curve distance radius, number of lanes and extra space. The document also describes how to calculate the stagger distance between lanes using lane width, lane number and Pi.
The document discusses various approaches to measuring team cohesion, including direct and indirect methods. The direct method involves asking players how much they like playing for the team and how well they feel the team functions as a unit. The indirect method involves asking each team member how they feel about other members. Research on the indirect method has failed to find a relationship between cohesion and performance. Popular direct measurement tools discussed include the Group Environment Questionnaire and Sport Cohesiveness Questionnaire.
The document discusses physical education and its benefits. Physical education in school focuses on developing physical fitness and ability to perform daily physical activities. It helps kids develop skills in various sports and activities. Regular physical education classes prepare children to lead physically and mentally active lifestyles as adults. An effective physical education program includes engaging lessons, trained teachers, adequate instruction periods, and student evaluation.
This presentation is on "healthy India" towards FIT INDIA MOVEMENT . It explain the various aspects for being healthy. This short presentation can be use for the education and awareness purpose.
DR NILIMA SONAWANE
INE, MUMBAI , MAHARASHTRA INDIA
This document provides an overview of track and field athletics for the Royal Marines. It includes 18 units covering the various events in track (e.g. sprints, middle distance, relays) and field (e.g. jumps, throws, hurdles). It discusses the skills, techniques, training principles, and safety considerations for each event. The goal is to teach the sport safely and provide a framework for students to learn the techniques and rules of athletics in preparation for exams. Safety is emphasized, and instructions are provided for preventing and treating common injuries in athletics.
This presentation is basically for the 12th class students,who are preparing for board exam and opted for physical education as their subject..
chapter1 PLANNING IN SPORTS
DIFFERENT COMMITTEES AND THEIR ROLE
This document provides information about the Olympic movement including the ancient and modern Olympics, Olympic symbols, ideals, objectives and values. It discusses the International Olympic Committee and its role in organizing the Olympic Games. It also describes the Indian Olympic Association and the objectives of establishing it. Finally, it gives details about the Dronacharya Award and Arjuna Award which are conferred by the Government of India to honor coaches and sportspersons respectively.
The document discusses a yoga program called "Yoga for Happy Kids" that aims to enhance children's development through physical and mental stimulation without pressure. The program uses yoga, modified for children, combined with age-appropriate activities to support healthy development of body, mind, and spirit. It consists of 10 theme-based segments that incorporate breathing, stretching, relaxation and games to teach topics like communication, perspective, and responsibility.
The document provides information and formulas for marking an athletics track. It discusses the key components of a track including lanes, lines, curves, straights and their measurements. It provides the method to calculate the total area of a track by using the length of straights, curve distance radius, number of lanes and extra space. The document also describes how to calculate the stagger distance between lanes using lane width, lane number and Pi.
The document discusses various approaches to measuring team cohesion, including direct and indirect methods. The direct method involves asking players how much they like playing for the team and how well they feel the team functions as a unit. The indirect method involves asking each team member how they feel about other members. Research on the indirect method has failed to find a relationship between cohesion and performance. Popular direct measurement tools discussed include the Group Environment Questionnaire and Sport Cohesiveness Questionnaire.
The document discusses physical education and its benefits. Physical education in school focuses on developing physical fitness and ability to perform daily physical activities. It helps kids develop skills in various sports and activities. Regular physical education classes prepare children to lead physically and mentally active lifestyles as adults. An effective physical education program includes engaging lessons, trained teachers, adequate instruction periods, and student evaluation.
This presentation is on "healthy India" towards FIT INDIA MOVEMENT . It explain the various aspects for being healthy. This short presentation can be use for the education and awareness purpose.
DR NILIMA SONAWANE
INE, MUMBAI , MAHARASHTRA INDIA
This document provides an overview of track and field athletics for the Royal Marines. It includes 18 units covering the various events in track (e.g. sprints, middle distance, relays) and field (e.g. jumps, throws, hurdles). It discusses the skills, techniques, training principles, and safety considerations for each event. The goal is to teach the sport safely and provide a framework for students to learn the techniques and rules of athletics in preparation for exams. Safety is emphasized, and instructions are provided for preventing and treating common injuries in athletics.
The document discusses the importance of communication in sports. It notes that communication considers both verbal and non-verbal aspects and is important for both individual and team games. Effective communication is key to a team's success. Some of the guidelines discussed for good communication include being direct, clear, consistent, and providing feedback.
The document discusses different types of strength including maximal strength, explosive strength, and strength endurance. It describes maximal strength as the maximum force produced in a single muscular contraction and explosive strength as a combination of speed and strength. Strength endurance is defined as the ability to sustain muscular contractions over time. Static strength is exerting force against resistance with no movement, while dynamic strength is exerting force to cause a change in body position. Factors like muscle fiber type, cross-sectional muscle area, age, gender, and energy systems used can affect strength. The document tasks students with researching how to test for and train different types of strength.
This document discusses various topics related to sports psychology including stress, anxiety, coping strategies, personality, motivation, self-esteem, body image, and the psychological benefits of exercise. It defines key terms and describes factors that influence stress levels, the dimensions of personality, different types of motivation, and methods for improving self-esteem and body image. The document also outlines positive and negative aspects of stress and explains strategies for managing stress and anxiety in athletes.
This document provides coaching philosophy and training methodology for sprinters from Shelia Burrell, sprints and hurdles coach at Georgetown University. It discusses developing speed through increasing stride length and frequency, and training acceleration with drills, sled pulls, and hills. Speed endurance is developed by maintaining high speed over increasing distances. Sample training includes intervals, tempo runs, and incorporating speed work before endurance.
The document defines sports training as a planned, controlled, and scientifically organized process aimed at improving an athlete's performance abilities and readiness through systematic effects on their psycho-physical capabilities. It discusses various methods of training, including isotonic, isometric, and isokinetic exercises, which target developing muscular strength, endurance, and speed through constant or changing levels of tension and resistance during dynamic or static muscle contractions. The selection of training methods depends on factors like the training period, the athlete's level, age, and sex.
This document describes Brady's volleyball skills test, which was designed to measure the general volleyball playing ability of college men. The test involves volleying an inflated volleyball against a wall target for one minute to score points. The target is a horizontal line 5 feet long marked at a height of 11.5 feet, with the ends extending upward 3-4 feet. Participants must hit the ball within the target boundaries using legal volleys only. The test was validated on 537 college men volleyball players, with reported test-retest and validity coefficients of 0.149 and 0.86, respectively.
This is a group presentation about Diversity in Sports for COM 346: Race, Gender and the Media at Syracuse University. We focused on Syracuse University athletics, but added some contemporary examples as well.
The document discusses the role of yoga in helping children with various physical, mental, and emotional issues. It outlines how yoga practices such as breathing exercises, meditation, and poses can help conditions like asthma, obesity, anxiety, and stress. The document provides examples of yoga poses, breathing techniques, and relaxation exercises that are suitable and beneficial for children.
This document contains 10 sets of 6 questions each about country capitals and currencies, identifying countries and Indian states, Indian tourism taglines, Olympics facts, and general knowledge. The questions are multiple choice and related to geography, world events, and India. For each set, the questions are followed by the corresponding multiple choice answers. The sets cover a range of topics to test overall knowledge within time limits.
This document discusses weight management and provides guidance on maintaining a healthy body weight. It defines appropriate body weight and explains the relationship between excess weight and chronic disease risk. It describes the concept of energy balance and how to calculate BMI. The role of diet, exercise, and behavior modification in weight management is explained. Specific factors in the Pakistani diet that can lead to weight gain are identified. The document concludes by outlining how to counsel patients on weight management.
This document discusses somatotypes, which are three categories used to identify body shapes: endomorphic, mesomorphic, and ectomorphic. Endomorphs tend to carry more fat, mesomorphs have more muscle and bone mass, and ectomorphs are leaner and thinner. Most people have a combination of types. Certain sports attract certain somatotypes - for example, basketball players tend toward the tall, thin ectomorph/mesomorph category, while sumo wrestlers tend toward the heavier endomorph type. The document provides descriptions and examples to explain somatotyping and which types are suited to different sports.
This document discusses sport for all as both an educational and social phenomenon in the Balkans region. It outlines several goals of sport for all, including improving health, socialization, and developing skills. The document also notes that a lack of access to sport is associated with increased obesity, sedentary lifestyles, and health problems. Finally, it argues that sport for all can promote lifelong learning and an active lifestyle while also facilitating social involvement and leisure activities.
The document discusses various components of physical fitness including strength, endurance, speed, flexibility, and coordinative abilities. It defines each component and describes different types. For strength, dynamic and static strength are defined. For endurance, different types are described based on the nature and duration of activity. Methods to improve each component are also outlined, such as isometric, isotonic and isokinetic exercises for strength, continuous training, interval training and fartlek training for endurance, acceleration runs and pace runs for speed. The document provides details on flexibility and its importance in physical fitness.
Series 4: 4 sides of a message - Model by Schulz von ThunKelvin Lim
Because of miscommunication there can be lots of frustration and anger. This model will help you understand the root of the misunderstanding and helps you deal the situation better the next time.
For more details, please visit: www.liveyourmark.com/pctp
or http://preview.liveyourmark.com/be-a-coach/
For mor life tips visit www.liveyourmark.com/blog
This document discusses periodization in sports. It begins with the origins and history of periodization in ancient Greece and China. It then defines periodization as a method of cycling training characteristics like endurance and strength over various periods to build athlete abilities. The document outlines several periodization models including the classic, pendulum, structural, block, and Bompa models. It also discusses the principles of periodization including specificity, overload, progressivity, and others. Finally, it provides an example of how periodization may be applied to a jiu-jitsu training plan.
karma yoga is the yoga of action ,it is a path that can lead to renunciation.this presentation is all about the karma yoga and what and all karmas we can do in our daily routine life.
The document discusses the benefits of physical activity. Physical activity is defined as any sustained movement that increases heart rate and energy expenditure. Approximately 23% of adults globally are physically inactive. The benefits of physical activity include physical, mental, and social advantages. Physically active individuals have lower risks of diseases and better quality of life. Physical activity also benefits mental health by reducing stress and improving mood. Additionally, it allows for socializing and developing friendships. The document recommends regular physical activity and notes factors that contribute to inactivity in South Asian countries.
Example benefits of-fitness-presentationjoyeluvsfit
This document discusses the importance of physical fitness and its many benefits. It defines physical fitness as the ability of the body to work efficiently and carry out daily activities while having enough energy to handle emergencies. Physical fitness has both health-related and skill-related components, with health-related fitness including cardiovascular endurance, strength, flexibility, and body composition. The document outlines different aspects of skill-related fitness like agility, balance, power, reaction time and speed that are important for different sports. Maintaining regular physical activity and fitness provides significant health, wellness and quality of life benefits.
Non verbal communication. Communication is inseparable part of human being and it needs to be studied in detail. We here cover essential aspects of non verbal communication.
The document discusses theories of emotion and how they are measured and influenced. It describes four main theories: James-Lange theory states that physiological arousal produces emotional feelings; Cannon-Bard theory says cognition, arousal, and expression occur simultaneously; the facial feedback hypothesis is that facial expressions produce emotions; and Schachter's two-factor theory is that emotion results from physiological arousal and cognitive labeling of that arousal. The document also discusses measuring emotion through body, thoughts, and behavior and how culture influences emotional expression. It summarizes an experiment showing that facial expressions influence humor ratings.
The document discusses the importance of communication in sports. It notes that communication considers both verbal and non-verbal aspects and is important for both individual and team games. Effective communication is key to a team's success. Some of the guidelines discussed for good communication include being direct, clear, consistent, and providing feedback.
The document discusses different types of strength including maximal strength, explosive strength, and strength endurance. It describes maximal strength as the maximum force produced in a single muscular contraction and explosive strength as a combination of speed and strength. Strength endurance is defined as the ability to sustain muscular contractions over time. Static strength is exerting force against resistance with no movement, while dynamic strength is exerting force to cause a change in body position. Factors like muscle fiber type, cross-sectional muscle area, age, gender, and energy systems used can affect strength. The document tasks students with researching how to test for and train different types of strength.
This document discusses various topics related to sports psychology including stress, anxiety, coping strategies, personality, motivation, self-esteem, body image, and the psychological benefits of exercise. It defines key terms and describes factors that influence stress levels, the dimensions of personality, different types of motivation, and methods for improving self-esteem and body image. The document also outlines positive and negative aspects of stress and explains strategies for managing stress and anxiety in athletes.
This document provides coaching philosophy and training methodology for sprinters from Shelia Burrell, sprints and hurdles coach at Georgetown University. It discusses developing speed through increasing stride length and frequency, and training acceleration with drills, sled pulls, and hills. Speed endurance is developed by maintaining high speed over increasing distances. Sample training includes intervals, tempo runs, and incorporating speed work before endurance.
The document defines sports training as a planned, controlled, and scientifically organized process aimed at improving an athlete's performance abilities and readiness through systematic effects on their psycho-physical capabilities. It discusses various methods of training, including isotonic, isometric, and isokinetic exercises, which target developing muscular strength, endurance, and speed through constant or changing levels of tension and resistance during dynamic or static muscle contractions. The selection of training methods depends on factors like the training period, the athlete's level, age, and sex.
This document describes Brady's volleyball skills test, which was designed to measure the general volleyball playing ability of college men. The test involves volleying an inflated volleyball against a wall target for one minute to score points. The target is a horizontal line 5 feet long marked at a height of 11.5 feet, with the ends extending upward 3-4 feet. Participants must hit the ball within the target boundaries using legal volleys only. The test was validated on 537 college men volleyball players, with reported test-retest and validity coefficients of 0.149 and 0.86, respectively.
This is a group presentation about Diversity in Sports for COM 346: Race, Gender and the Media at Syracuse University. We focused on Syracuse University athletics, but added some contemporary examples as well.
The document discusses the role of yoga in helping children with various physical, mental, and emotional issues. It outlines how yoga practices such as breathing exercises, meditation, and poses can help conditions like asthma, obesity, anxiety, and stress. The document provides examples of yoga poses, breathing techniques, and relaxation exercises that are suitable and beneficial for children.
This document contains 10 sets of 6 questions each about country capitals and currencies, identifying countries and Indian states, Indian tourism taglines, Olympics facts, and general knowledge. The questions are multiple choice and related to geography, world events, and India. For each set, the questions are followed by the corresponding multiple choice answers. The sets cover a range of topics to test overall knowledge within time limits.
This document discusses weight management and provides guidance on maintaining a healthy body weight. It defines appropriate body weight and explains the relationship between excess weight and chronic disease risk. It describes the concept of energy balance and how to calculate BMI. The role of diet, exercise, and behavior modification in weight management is explained. Specific factors in the Pakistani diet that can lead to weight gain are identified. The document concludes by outlining how to counsel patients on weight management.
This document discusses somatotypes, which are three categories used to identify body shapes: endomorphic, mesomorphic, and ectomorphic. Endomorphs tend to carry more fat, mesomorphs have more muscle and bone mass, and ectomorphs are leaner and thinner. Most people have a combination of types. Certain sports attract certain somatotypes - for example, basketball players tend toward the tall, thin ectomorph/mesomorph category, while sumo wrestlers tend toward the heavier endomorph type. The document provides descriptions and examples to explain somatotyping and which types are suited to different sports.
This document discusses sport for all as both an educational and social phenomenon in the Balkans region. It outlines several goals of sport for all, including improving health, socialization, and developing skills. The document also notes that a lack of access to sport is associated with increased obesity, sedentary lifestyles, and health problems. Finally, it argues that sport for all can promote lifelong learning and an active lifestyle while also facilitating social involvement and leisure activities.
The document discusses various components of physical fitness including strength, endurance, speed, flexibility, and coordinative abilities. It defines each component and describes different types. For strength, dynamic and static strength are defined. For endurance, different types are described based on the nature and duration of activity. Methods to improve each component are also outlined, such as isometric, isotonic and isokinetic exercises for strength, continuous training, interval training and fartlek training for endurance, acceleration runs and pace runs for speed. The document provides details on flexibility and its importance in physical fitness.
Series 4: 4 sides of a message - Model by Schulz von ThunKelvin Lim
Because of miscommunication there can be lots of frustration and anger. This model will help you understand the root of the misunderstanding and helps you deal the situation better the next time.
For more details, please visit: www.liveyourmark.com/pctp
or http://preview.liveyourmark.com/be-a-coach/
For mor life tips visit www.liveyourmark.com/blog
This document discusses periodization in sports. It begins with the origins and history of periodization in ancient Greece and China. It then defines periodization as a method of cycling training characteristics like endurance and strength over various periods to build athlete abilities. The document outlines several periodization models including the classic, pendulum, structural, block, and Bompa models. It also discusses the principles of periodization including specificity, overload, progressivity, and others. Finally, it provides an example of how periodization may be applied to a jiu-jitsu training plan.
karma yoga is the yoga of action ,it is a path that can lead to renunciation.this presentation is all about the karma yoga and what and all karmas we can do in our daily routine life.
The document discusses the benefits of physical activity. Physical activity is defined as any sustained movement that increases heart rate and energy expenditure. Approximately 23% of adults globally are physically inactive. The benefits of physical activity include physical, mental, and social advantages. Physically active individuals have lower risks of diseases and better quality of life. Physical activity also benefits mental health by reducing stress and improving mood. Additionally, it allows for socializing and developing friendships. The document recommends regular physical activity and notes factors that contribute to inactivity in South Asian countries.
Example benefits of-fitness-presentationjoyeluvsfit
This document discusses the importance of physical fitness and its many benefits. It defines physical fitness as the ability of the body to work efficiently and carry out daily activities while having enough energy to handle emergencies. Physical fitness has both health-related and skill-related components, with health-related fitness including cardiovascular endurance, strength, flexibility, and body composition. The document outlines different aspects of skill-related fitness like agility, balance, power, reaction time and speed that are important for different sports. Maintaining regular physical activity and fitness provides significant health, wellness and quality of life benefits.
Non verbal communication. Communication is inseparable part of human being and it needs to be studied in detail. We here cover essential aspects of non verbal communication.
The document discusses theories of emotion and how they are measured and influenced. It describes four main theories: James-Lange theory states that physiological arousal produces emotional feelings; Cannon-Bard theory says cognition, arousal, and expression occur simultaneously; the facial feedback hypothesis is that facial expressions produce emotions; and Schachter's two-factor theory is that emotion results from physiological arousal and cognitive labeling of that arousal. The document also discusses measuring emotion through body, thoughts, and behavior and how culture influences emotional expression. It summarizes an experiment showing that facial expressions influence humor ratings.
This document provides an introduction to motivation and emotion from a psychological perspective. It begins with learning objectives related to motivation theories, eating regulation, sexual motivation, psychosocial motives, and emotion theories. An overview outlines key topics like what motivation is, different theoretical perspectives, eating, sexual motivation, and emotion. Specific perspectives on motivation like psychodynamic, behaviourist, cognitive, humanistic, and evolutionary are described. Regulation of eating and eating disorders are examined. Sexual arousal and Masters and Johnson's model of the human sexual response cycle are reviewed.
Eye contact has different social meanings and expectations across cultures. In Western cultures, maintaining eye contact is considered polite and shows interest in the conversation. However, in many Asian, Middle Eastern, African and Latin American cultures, intense eye contact can be seen as disrespectful or inappropriate, especially between people of different social statuses. It is important for travelers to be aware of these cultural differences in eye contact norms to avoid unintentionally causing offense.
Nonverbal communication such as facial expressions, gestures, posture, and proxemics account for over half of messages sent. First impressions are formed based on a person's appearance, enthusiasm, and tone of voice. Nonverbal cues should reinforce verbal messages to ensure effective communication, while inconsistent cues can cancel each other out. Factors like dress, eye contact, handshake, and body language impact first impressions and the ability to develop trust and rapport.
This document discusses managing emotions, particularly for teenagers and adults. It explains that emotions are indicators of how someone is feeling mentally and lists some common physical responses to emotions like love and hate. Teenagers experience a wide range of emotions due to hormonal changes. The document discusses positive and negative ways of expressing emotions and provides strategies for responding to emotions in a healthy manner. It identifies six basic emotions and defense mechanisms people use to avoid difficult emotions. Finally, it offers tips for managing specific difficult emotions like fear, guilt, and anger in a positive way.
1) The document discusses managing emotional and mental health, covering topics like emotions, emotional health, how teens experience emotions, understanding emotions through tools like emotional spectrums and triggers, healthy and unhealthy emotional expression, coping mechanisms, self-esteem, defense mechanisms, and mental illnesses.
2) It describes how emotions are produced in response to life events and affect mental health, and discusses emotional health as how people experience and deal with feelings in non-destructive ways.
3) Teens experience strong emotions due to social, physical, hormonal changes during development that can lead to confusion, and understanding emotions includes recognizing triggers of negative emotions and effects of different emotions on the physical body.
The document discusses various methods for managing emotions, including repression, transference, emotional intelligence, self-control, focus and control, meditation, and self-leadership. It states that managing emotions is important for success in career and relationships as well as mental and physical health. Healthy emotional management can be achieved through deep self-knowledge, making thoughtful decisions, and controlling reactions by choosing virtuous actions. Meditation techniques like Raja yoga can help manage emotions through focus, control of thoughts, and mastery of the self.
The document discusses why managing emotions is important and provides tips for doing so. It states that the two basic emotions are love and fear, and all other emotions are variations of these. It also notes that emotions are primary elements of social interaction and are personal. The document provides steps for dealing with emotions, which include identifying emotions, analyzing situations, deciding what can be changed, selecting positive reactions, and learning from situations. Key messages are that emotions are natural, how they are expressed matters more than having them, and managing emotions is an important part of personal development.
The document discusses emotions in the workplace, including emotional labor where employees regulate their emotions to comply with expectations. It also discusses how emotions can arise from bullying. Managers at Nike factories were reported to physically and verbally abuse workers. The managers demonstrated a lack of self-awareness and overrated their abilities. The document argues companies should hire self-aware people who can identify their own strengths and weaknesses to be more effective.
The document discusses common emotions experienced in the workplace such as fear, anger, envy, and pride. It defines each emotion and provides strategies for managing them. Fear is an unpleasant feeling of worry about something bad happening. Anger results from wrongdoing and can be turned inward causing depression. Pride refers to an inflated sense of status. Envy is a feeling of discontent from another's advantages. The document advises exposing yourself to fear, taking timeouts for anger, developing humility for pride, and stopping comparisons for envy. It concludes by encouraging awareness of emotions and understanding their sources.
Do you know what is your personality type and what role emotions play in one's personality.
This presentation helps you to explore all the personality types.
This document discusses managing emotions in organizations. It provides an overview of various theories of emotion including the James-Lange theory, cognitive theories, and affective events theory. It also discusses emotional intelligence, different types of emotions like approach and deterrence emotions, and applications of understanding emotions in areas like decision making, motivation, leadership, and conflict resolution. Managing emotions in organizations is important for creating a healthy organizational climate and allowing for optimal performance.
Body language can have different meanings across cultures. Nodding the head means yes in most Western cultures but no in parts of Greece and Turkey. Making eye contact is encouraged in North America and Europe but considered rude in most Asian countries and parts of Africa. Gestures like thumbs up, peace signs, and OK signals can have positive, negative, or completely different meanings depending on the region. It is important to be aware of these cultural differences in body language to avoid misunderstandings.
This document discusses managing emotions at work and provides steps for mastering emotions. It notes that people often feel frustrated with bosses, upset with coworkers, and angry with customers. It recommends recognizing emotions, understanding that thoughts precede emotions, and accepting that changing feelings comes after the fact. Possible solutions include reconsidering harmful beliefs, keeping an emotion journal, talking to supportive friends, engaging in self-education, and seeking counseling. A nine-step process is outlined for managing emotions, thoughts, and behaviors through awareness, acceptance, identification, and goal-setting.
Psychology chapter learning presentationSafeer Ali
1. Learning involves acquiring new knowledge, behaviors, or skills through experience. It can occur through classical conditioning, where organisms learn to associate stimuli, operant conditioning, where behavior is modified by its consequences, or cognitive learning which requires perception and understanding.
2. Major theories of learning include associative learning proposed by Aristotle and others, where events linked in time become associated; Pavlov's classical conditioning experiments; Thorndike's laws of effect and exercise; Skinner's operant conditioning research; and cognitive learning involving insight and problem solving.
3. Learning is influenced by reinforcement which increases behavior and punishment which decreases it. Theories and experiments by thinkers like Pavlov, Skinner, Bandura, and Kohler
The document discusses managing emotions. It provides questions and links to resources about emotions. Some key points include:
- Emotions influence learning and performance, with positive emotions associated with better outcomes and negative emotions hindering performance.
- Social and emotional intelligence involves understanding one's own and others' feelings and responding appropriately based on that awareness.
- Emotions drive decision making, with emotions like greed, fear, altruism, envy, pride and shame influencing whether and how quickly people make purchases and choices.
- Changing one's focus or perspective can alter emotional states, like focusing on smiling people when presenting to feel more confident, or being less optimistic to feel less anger. Managing emotions is important for well
What is Emotional Intelligence?
1. Self-awareness.
2. Managing Emotions.
3. Motivation
4. Empathy.
05- Handling relationships
How To Develop A Higher Sense Of Emotional Intelligence?
IQ vs. EQ
Components of Emotional Quotient.
Characteristics of Emotional Intelligent PeopleHow to Increase Your EQ?
Importance.
Implementation
This document discusses emotions from several perspectives. It defines emotions as complex psychological phenomena involving feelings, expressions, and physiological arousal. Emotions are divided into primary emotions like love, joy, and fear, and secondary emotions like passion and irritation. Positive emotions include hope and confidence, while negative emotions include exhaustion and panic. Theories of emotion like the Cannon-Bard theory and James-Lange theory describe the relationship between physiological arousal and emotional experience. Emotional intelligence involves perceiving, reasoning with, understanding, and managing emotions.
This document discusses various topics related to emotions. It covers basic emotions like fear and anger that are biologically driven as well as more complex emotions shaped by experience and culture. Both positive and negative emotions are contagious and influence memory, behavior, and social connections. While negative emotions narrow thinking, positive emotions broaden it and build resilience through increased dopamine. The sharing of emotional content online, especially positive messages, impacts interactions and the spread of information.
- Psychology is the study of inner feelings and behaviors. Its history began in the late 1800s but concepts date back further. It has progressed through various waves of thought.
- Current psychology incorporates multiple perspectives, picking from seven main schools - biopsychology, evolutionary, psychoanalytic, behavioral, humanist, cognitive, and social-cultural approaches.
- Key ongoing debates center around nature vs nurture, stability vs change, and continuity vs discontinuity. Exam advice includes getting rest, eating, time management, and persevering through challenges.
Karolyne Williams explored some findings from Positive Psychology, and considered whether our typical strategies to achieve happiness are likely to work in this Psychology Festival of Learning talk.
The document discusses motivation, emotion, and stress. It defines motivation as needs or desires that prompt action and direct behavior. It discusses intrinsic and extrinsic motivation. It also discusses the limbic system's role in emotion, theories of emotion, positive and negative affect, and emotion regulation. Finally, it defines stress and discusses its physiological effects, post-traumatic stress disorder, psychosomatic disorders, and hypochondria.
1) The document discusses various theories of emotion including the James-Lange theory, Cannon-Bard theory, Schachter-Singer theory, and Lazarus theory. It addresses the cognitive, physiological, and behavioral components of emotion.
2) Basic emotions include anger, disgust, fear, happiness, sadness, and surprise. Moods are less intense than emotions and vary throughout the day.
3) Emotional intelligence refers to the ability to perceive, understand, and manage emotions and involves self-awareness, self-regulation, motivation, empathy, and relationship skills.
The document discusses depression and methods for overcoming it using mindfulness-based cognitive therapy. It states that depression often stems from negative thought patterns that emerge in response to feelings. These thoughts can include feelings of inadequacy, failure, and helplessness about overcoming depression. The document proposes that mindfulness practices and cultivating attitudes of patience, self-compassion, open-mindedness and persistence can help free people from habitual negative thinking and experience life more fully. It aims to break down depression into elements like feelings, thoughts, body sensations and behavior that can each be addressed to ultimately defeat depression.
How Your Brain Is Taking You Hostage…(And What You can Do About It!)
Kim Long, MC, CCC, R. Psych (Alberta)
Director, Dochas Psychological Services, Inc.
Spruce Grove, Alberta
1) Laughter can help reduce stress by lowering stress hormones and increasing endorphins. It provides both a physical and emotional release from stress.
2) Studies have shown laughter can help relieve pain, increase happiness, and boost immunity. It is a natural stress management tool.
3) The social aspects of laughter are beneficial as well, as it connects people and can spread positive effects to others around you.
AATH 2018 Keynote Conference San Diego - Highlights from #AATH18! Association...Amy Oestreicher
How does music heal when words can’t? Why does sharing our story have the power to transform our experience? How can we use creative expression to share our truth in a way that breeds compassion? And what’s so funny about PTSD? HUMOR creates a safe container that protects you against anything! Sharing her near death experience with humor and heart, Amy shows the transformative power of words on a musical journey of hope and determination.
Check out the PowerPoint with TONS of resources I didn't have time to mention....HERE!
The document describes the cognitive behavioral therapy (CBT) concept of the cognitive triangle, which explains the interconnected relationship between thoughts, feelings, and behaviors. It provides an example of how negative thoughts about a presentation can lead to increased anxiety and poor performance during the presentation, reinforcing the initial negative thoughts. The cycle of negative thoughts influencing negative feelings and behaviors that then influence more negative thoughts can repeat continuously without intervention. CBT aims to break this cycle by challenging distorted thoughts and developing more balanced perspectives.
The document discusses creating inspiration and transforming curriculum through wellness coaching, community building, and wellness tools. It describes how wellness coaching uses open-ended questions, active listening, reflections, identifying strengths, and setting goals. The connected community aspect involves sharing ideas, workshops, and advocacy. Wellness tools include meditation, breathing techniques, singing bowls, biofeedback, virtues projects, and cognitive experiments focused on awareness, responsibility, and behavior change.
This document discusses theories of emotion and optimal experience in the context of leisure activities. It describes Csikszentmihalyi's theory of "flow" as an optimal experience that occurs when challenges match skills. It also outlines Neulinger's paradigm that classifies leisure and non-leisure activities based on perceived freedom of choice versus constraints and intrinsic versus extrinsic motivation. Examples are given of different types of activities according to this paradigm.
This document discusses emotional intelligence and strategies for developing it. It defines emotional intelligence as the ability to understand, use, and manage emotions. It notes that EQ is as important as IQ for success in life. The document outlines several skills that make up EQ, including being aware of one's own emotions, understanding others' feelings, managing emotional reactions, and choosing one's mood. It states that EQ continues developing into adulthood. The document provides activities and challenges to improve EQ skills like smiling when sad, deep breathing when upset, and buzzing out angry feelings. It discusses different types of responses to situations and keeping an anger diary.
The document discusses how happiness is a choice and within our control through our state of mind and willingness to change. It summarizes research that found the top factors for happiness are strong relationships, having purpose and meaning, helping others, and a sense of control. While genetics and circumstances influence happiness, up to 40% is determined by intentional activities. The brain can rewire itself, so we can overcome ruts and change habits to enhance positive moods and lasting happiness.
This document discusses stress, its signs and effects, and strategies for managing it. It defines stress as the body's non-specific response to demands for change. Signs of stress are listed as physical (racing heart, headaches), emotional (anxiety, irritability), and behavioral (change in appetite, forgetfulness). While some stress can be positive by motivating goal achievement, too much stress is harmful. The document recommends coping strategies like being realistic about limitations, sharing feelings with others, exercise, healthy eating, meditation, and using campus resources for counseling and relaxation. An action plan template is provided to help readers address their biggest stressors.
Emotional wellness does NOT simply mean you are happy all of the time. There is so much more to it.
It means you are able to identify your thoughts that cause the emotions you are feeling. And you are able to handle life’s stresses, adapt to change, and cope with difficult times.
We have control over our thoughts and behaviors so must use this information to create emotional wellness with ourselves.
This document defines feelings and emotions and differentiates between them. It states that feelings serve to express one's identity and reveal how they have been taught to respond to life events, while emotions are purely physical reactions to events. The document also discusses research finding that there are four basic emotions: happy, sad, afraid/surprised, and angry/disgusted. It provides examples of physiological responses associated with strong emotions and reflects on how feelings ensure long-term survival while emotions ensure immediate survival.
Similar to EMOTION (Psych 201 - Chapter 6 - Spring 2014) (20)
This document discusses various topics related to teacher feedback and student motivation. It begins by looking at how praise and criticism can differently impact student motivation depending on their age and perceived ability. It then examines how feedback can influence student self-efficacy and discusses the risks involved in giving feedback. The document also covers attributional ambiguity and how a student's group membership can impact how they view feedback. It analyzes controlling vs. autonomy-supportive teaching styles and their effects on student motivation, engagement, and performance. Additional topics include self-fulfilling prophecies, teacher expectations, and issues surrounding teaching evaluations.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
SOC 463/663 (Social Psych of Education) - Diversity, Stigma, and Affirmative ...Melanie Tannenbaum
This document discusses diversity, stigma, and affirmative action. It begins with definitions of stereotyping, prejudice, and discrimination, explaining they are related but distinct concepts. It then discusses different types of prejudice, including traditional racism, modern racism, aversive racism, and varieties of prejudice at both the institutional and personal level. The document also covers theories like realistic group conflict theory and how intergroup conflict and competition can increase prejudice and discrimination. It discusses responses minorities may have to stigma and prejudice, such as disengaging from academics or developing an oppositional identity. The document concludes with a brief history of affirmative action policies in the United States.
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
The document discusses differences between the educational systems of the United States and Japan. It notes that Japanese education emphasizes understanding rules rather than just compliance, strengthening relationships over immediate behavior control, and seeing misbehavior as a lack of community attachment rather than willful disobedience. American education tends to focus more on individualism and teacher authority. While some Japanese approaches could potentially strengthen community and morality, cultural differences may limit full adoption in the U.S. Overall solutions proposed include refining school purpose, improving teacher training, emphasizing effort over ability, and increasing family involvement in education.
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
This document discusses factors that influence student motivation. It covers four key factors that influence motivation: self-efficacy, attributions, intrinsic motivation, and goal orientations. Self-efficacy refers to beliefs about one's own capabilities. Attributions refer to how one explains their successes and failures. Intrinsic motivation refers to wanting to do something for its own sake rather than for external rewards. Goal orientations discusses types of goals like mastery goals being better than performance goals. The document also discusses extrinsic rewards and their potential negative impact on intrinsic motivation through the overjustification effect. It provides examples and research on how extrinsic rewards can undermine intrinsic motivation for learning. Choice is discussed as generally having a positive impact on motivation when choices are
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
The document provides guidance for writing strong academic papers, including key elements of introductions, bodies, and conclusions. It emphasizes developing a clear thesis, using compelling evidence and examples to support main points, and maintaining a formal tone. The document also discusses developing structured paragraphs and outlines, overcoming writer's block, and avoiding common grammatical errors.
The document provides guidance on writing effective academic papers. It discusses key elements of a strong paper such as having a clear thesis that answers "so what?", topic sentences establishing paragraph ideas, and concluding sentences summarizing the main point. The document also offers tips for developing structured paragraphs through brainstorming, outlining, and multiple drafts. It emphasizes the importance of considering one's audience and providing explanations of concepts. Overall, the document aims to help students learn how to write high-quality papers through developing a strong structure and clear writing style.
This document discusses attributions and beliefs about intelligence. It begins by introducing attribution theory, which examines how people explain the causes of events. Key aspects of attributions include locus (internal vs. external), stability (stable vs. unstable), and controllability. Implicit theories, also known as naive theories, are beliefs about whether qualities like intelligence are fixed or can develop over time. Research shows these beliefs influence responses to failure, effort, and performance. An entity theory views intelligence as fixed while an incremental theory sees it as malleable. Studies demonstrate beliefs shape resilience and motivation after setbacks.
SOC 463/663 (Social Psych of Education) - Academic Self-ConceptMelanie Tannenbaum
This document discusses academic self-concepts, including self-esteem, self-complexity, and self-efficacy. It notes that academic self-concept is the best predictor of achievement. While self-esteem is commonly believed to be important, evidence suggests only a small link between self-esteem and academics. Having a complex self-identity with multiple non-overlapping domains can buffer against failure in one domain. Self-efficacy, which is domain-specific confidence in one's abilities, is connected to greater effort, strategic choices, and goal-setting in academics. The document questions whether programs should aim to raise academic self-esteem or self-efficacy.
SOC 463/663 (Social Psych of Education) - StratificationMelanie Tannenbaum
This document summarizes key concepts from a sociology class about stratification and social mobility in education. It discusses theories of stratification from Marx and Weber, status attainment models from Blau and Duncan, and the Wisconsin model from Sewell and Hauser. It also covers nature vs nurture debates on the role of genetics and environment in determining ability and intelligence. Overall, the document examines how education both replicates and potentially reduces existing social inequalities.
SOC 463/663 (Social Psych of Education) - Grades & Cultural CapitalMelanie Tannenbaum
This document discusses how grades are influenced by factors beyond just academic performance, such as cultural capital and social background. It summarizes research showing that students from higher social classes and who possess more cultural capital tend to receive higher grades, even when accounting for test performance. While grades should ideally only reflect course mastery, research finds that social characteristics like gender, race, and class still influence grades after controlling for academic factors. The document raises questions about how to create a more fair and meritocratic grading system that is less impacted by biases or relative standards between schools.
SOC 463/663 (Social Psych of Education) - SocializationMelanie Tannenbaum
This document discusses socialization and its key agents. It begins by defining socialization as the lifelong process of inheriting and disseminating norms, customs, and ideologies to provide individuals with the skills to participate in their society. It then discusses three main agents of socialization: peers, parents, and schools. For peers, it describes how peer groups influence individuals through normative and informational social influence. For parents, it outlines how parenting practices, expectations, and the parent-child relationship shape children's development. For schools, it notes one goal of education is assimilation, preparing students to function successfully in existing social systems.
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
This document provides an overview of an introductory sociology class. It introduces the professor, Melanie Tannenbaum, and outlines what students can expect in the class. The class will cover theoretical approaches like functionalism, conflict theory, and symbolic interactionism. It discusses goals for the class, required readings and reaction papers, essay assignments, exams, and attendance policies. The goal is for students to understand and apply sociological concepts and theories to explore topics of interest.
SOCIAL PSYCH INTRO (Psych 201 - Chapter 1 - Spring 2014)Melanie Tannenbaum
The document provides an introduction to a social psychology course, including:
1) An overview of the course syllabus, assignments, and grading policy.
2) A discussion of key concepts in social psychology like the power of the situation and proximal vs distal influences on behavior.
3) Examples of how social psychology can provide insight into everyday behaviors and pop culture through an exploration of course topics like judgment and decision making.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. +
This Week’s Playlist
Artist Song/Psych Concept
1. The Killers
Smile Like You Mean It
(Duchenne & Non-Duchenne Smiles)
2. Justin Bieber
U Smile
(Emotional Mimicry)
3. Flo Rida
Good Feeling
(Happiness = Broaden and Build)
4. Matchbox Twenty
Angry
(Anger = Heuristics, Stereotypes)
5. Michael Buble
Feeling Good
(Cultivating Happiness)
6. R.E.M.
Everybody Hurts
(Sadness = Attention To Situational Details)
7. Bruno Mars
It Will Rain
(Affective Forecasting)
8. Taylor Swift
We Are Never Ever Getting Back Together
(Affective Forecasting)
4. +
What is an emotion?
■ Three Key Components
■ Brief
■ Responses to Specific Events
■ Socially Functional
5. +
What is an emotion?
■ Three Key Components
■ Brief
■ Responses to Specific Events
■ Socially Functional
!
■ Brief
■ Typically lasts for seconds or minutes, not days, weeks, or months
6. +
What is an emotion?
■ Three Key Components
■ Brief
■ Responses to Specific Events
■ Socially Functional
!
■ Brief
■ Typically lasts for seconds or minutes, not days, weeks, or months
■ Responses to Specific Events
■ You can typically pinpoint a cause
7. +
What is an emotion?
■ Three Key Components
■ Brief
■ Responses to Specific Events
■ Socially Functional
!
■ Brief
■ Typically lasts for seconds or minutes, not days, weeks, or months
■ Responses to Specific Events
■ You can typically pinpoint a cause
■ Socially Functional
■ Motivates adaptive behavior, like escaping from threats (fear), correcting an injustice
(anger), or amending for wrongdoings (guilt)
8. +
What is an emotion?
■ Last for seconds or minutes, not hours or days
!
■ Facial expressions of emotion last 1-5 seconds
!
■ Physiological responses (sweaty palms, etc.) last seconds or minutes
1: Brief
9. +
What is an emotion?
■ Last for seconds or minutes, not hours or days
!
■ Facial expressions of emotion last 1-5 seconds
!
■ Physiological responses (sweaty palms, etc.) last seconds or minutes
!
■ In comparison...
■ Moods (e.g. “feeling blue” or “feeling irritable”) last for hours or days
■ Emotional disorders (e.g. depression) last for weeks, months, or years
1: Brief
10. +
What is an emotion?
■ We feel emotions about specific people or events
!
■ When you’re angry, you usually know why
2: Specific
11. +
What is an emotion?
■ We feel emotions about specific people or events
!
■ When you’re angry, you usually know why
!
■ In comparison...
■ With moods, there often isn’t a clear, specific reason (“I just feel crappy, I don’t know
why!” “I just woke up on the wrong side of the bed.”)
!
■ With emotional disorders, there’s a biological underpinning that doesn’t have to do with
a specific object/target of the emotion
2: Specific
12. +
What is an emotion?
!
■ Emotions motivate us to act in specific ways that affect important relationships and
help us navigate the social environment
■ Gratitude motivates us to reward others for good actions
■ Anger motivates us to right social wrongs
■ Guilt motivates us to make amends
!
!
■ Not all emotions are good (e.g. an outburst of anger at a traffic cop), but generally
this is their purpose.
3: Socially Functional
13. +
Core-Relational Themes
■ All around the world, same types of situations tend to elicit same emotions
■ Loss triggers sadness
■ Violations of rights trigger anger
■ Expressions of affection trigger love
■ Witnessing undeserved suffering triggers compassion
14. +
Core-Relational Themes
■ All around the world, same types of situations tend to elicit same emotions
■ Loss triggers sadness
■ Violations of rights trigger anger
■ Expressions of affection trigger love
■ Witnessing undeserved suffering triggers compassion
!
!
We construe situations and label emotions
appropriately through a process known as appraisal.
16. +
Emotional Appraisal
■ Primary Appraisal Stage
■ Unconscious, fast, automatic
■ Initial flash of “positive” or “negative” feelings
How do you figure out what emotion you are feeling?
17. +
Emotional Appraisal
■ Primary Appraisal Stage
■ Unconscious, fast, automatic
■ Initial flash of “positive” or “negative” feelings
■ Secondary Appraisal Stage
■ Conscious, slower, more deliberate
■ Transform the initial, general “positive” or “negative” feelings into more specifically
labeled emotions
■ Why do you feel the way that you do? How do you want to respond?
■ Leads to specific emotions, which trigger different reactions.
How do you figure out what emotion you are feeling?
18. +
Emotional Appraisal
■ Primary Appraisal Stage
■ Unconscious, fast, automatic
■ Initial flash of “positive” or “negative” feelings
■ Secondary Appraisal Stage
■ Conscious, slower, more deliberate
■ Transform the initial, general “positive” or “negative” feelings into more specifically
labeled emotions
■ Why do you feel the way that you do? How do you want to respond?
■ Leads to specific emotions, which trigger different reactions.
■ “That’s unfair!” ! Anger
■ “That’s dangerous!” ! Fear
■ “That’s gross!” ! Disgust
How do you figure out what emotion you are feeling?
19. +
Universality vs. Cultural Specificity
■ To a certain extent, emotional responses are innate and universal
■ People from many cultures can recognize and understand certain emotions
20. +
Universality vs. Cultural Specificity
■ To a certain extent, emotional responses are innate and universal
■ People from many cultures can recognize and understand certain emotions
!
■ However, different cultures have emotional accents and “display rules.”
21. +
Universality vs. Cultural Specificity
■ To a certain extent, emotional responses are innate and universal
■ People from many cultures can recognize and understand certain emotions
!
■ However, different cultures have emotional accents and “display rules.”
22. +
Universality vs. Cultural Specificity
■ To a certain extent, emotional responses are innate and universal
■ People from many cultures can recognize and understand certain emotions
!
■ However, different cultures have emotional accents and “display rules.”
23. +
Evolutionary Approaches
■ Emotions are biologically based behavioral adaptations
!
■ They are meant to promote survival and reproduction
■ Negative emotions are stronger than positive emotions
■ Remember the negativity bias!
!
■ Principle of Serviceable Habits
■ Human expressions of emotion come from patterns of behavior that were beneficial for
our evolutionary predecessors
26. +
Darwin’s Three Hypotheses
■ Emotions are universal: All humans have the same facial muscles and
express emotions similarly across cultures
1: Universality
27. +
Darwin’s Three Hypotheses
■ Emotions are universal: All humans have the same facial muscles and
express emotions similarly across cultures
■ There are six universal emotions!
■ 1. Happiness
■ 2. Surprise
■ 3. Sadness
■ 4. Anger
■ 5. Disgust
■ 6. Fear
1: Universality
■ People from all cultures can
recognize & understand
expressions of these 6
emotions.
29. +
Darwin’s Three Hypotheses
!
■ Human displays of emotion resemble displays of other mammals, including other
primates.
■ Facial expressions of anger resemble threat displays and attack posturing used by
other mammals
■ When playing, chimps have an “open mouth pant-hoot,” which resembles human
laughter (Preuschoft, 1992)
■ Human embarrassment expressions resemble “appeasement displays” shown in
other social mammals (Keltner & Buswell, 1997)
2: Similarity between our expressions and other mammals
34. +
Darwin’s Three Hypotheses
■ Human facial expressions are not learned
!
■ People who are blind from birth show same expressions as sighted people.
3: Encoded, Not Learned
36. +
Blind & Sighted Judo Athletes
Tracy & Matsumoto, 2008
Congenitally blind athletes showed the same facial expressions as sighted judo athletes after
winning and after losing, even though they had never seen another person’s emotional
expressions.
37. +
Spot The Fake Smile
■ People can exhibit real, genuine smiles (Duchenne Smiles) or fake
smiles, usually for politeness (Non-Duchenne Smiles)
■ http://www.bbc.co.uk/science/humanbody/mind/surveys/smiles/
index.shtml
■ Do you think the smile is real/genuine or fake? (We will do the first
two together)
!
A. Real
B. Fake
39. +
Duchenne & Non-Duchenne Smiles
■ Muscle that surrounds the eye does
not contract
■ Corners of mouth raised, but not
equally on both sides
NON-DUCHENNE DUCHENNE
40. +
Duchenne & Non-Duchenne Smiles
■ Muscle that surrounds the eye
contracts; causes “crow’s feet,” the
upper cheek to raise, and a pouch
under the lower eyelid
■ Both lip corners are pulled upward
equally
NON-DUCHENNE DUCHENNE
41. +
Duchenne & Non-Duchenne Smiles
■ Muscle that surrounds the eye does
not contract
■ Corners of mouth raised, but not
equally on both sides
■ Muscle that surrounds the eye
contracts; causes “crow’s feet,” the
upper cheek to raise, and a pouch
under the lower eyelid
■ Both lip corners are pulled upward
equally
NON-DUCHENNE DUCHENNE
42.
43. +
Cultural Specificity
!
■ Emotion Accents
■ Culturally specific ways that particular emotions are expressed
!
■ In India, a person might show embarrassment by biting his/her tongue...this
is not understood as “embarrassment” in the USA.
How do cultures differ in emotional displays, even if the
emotions themselves are universal?
44. +
Cultural Specificity
!
■ Focal Emotions
!
■ Cultures might emphasize & frequently express some emotions more than
others
!
■ Collectivists tend to express more shame and embarrassment, whereas
individualists might express more pride
!
■ Some cultures might hypercognize specific emotions (have multiple words
or descriptions for a particular emotion)
■ In Chinese, there are at least 113 words describing shame or
embarrassment.
How do cultures differ in emotional displays, even if the
emotions themselves are universal?
45. +
Cultural Specificity
■ Display Rules
■ Cultural rules that govern how, when, and to whom particular emotions
should be expressed
■ Smile after you open your Christmas gifts...even if you’re pissed you got
socks from your grandparents.
How do cultures differ in emotional displays, even if the
emotions themselves are universal?
46. +
Test Your Knowledge
■ Which of the following is NOT one of the six
universal emotions?
■ A. Fear
■ B. Surprise
■ C. Love
■ D. Sadness
■ E. Disgust
■ F. Happiness
47. +
Universal Emotion Mnemonic
■ Anger
■ Disgust
■ Fear
■ Surprise
■ Sadness
■ Happiness
■ All
■ Dogs
■ Feel
■ Some
■ Special
■ Happiness
49. +
Oxytocin
■ Oxytocin is a hormone and neurotransmitter
■ In humans, oxytocin is most notably released during human childbirth,
breastfeeding, and orgasm; related to love, trust, affection, and compassion
■ Oxytocin might encourage trust between strangers
■ Kosfeld et al., 2005
■ Participants given either oxytocin or a
placebo, then asked to give some portion
of money to another participant
■ Those given oxytocin were more than twice
as likely to give away the full amount of
money!
The “Cuddle Hormone”
50. +
Oxytocin
■ However...it’s not quite so clear-cut.
!
■ “Perhaps oxytocin should be called the ‘cuddle your own kind and to hell with the
rest of you’hormone.” – Carol Tavris
The “Cuddle Hormone”
51. +
Oxytocin
■ Increases in-group conformity (Stallen et al., 2012)
!
■ Boosts envy and schadenfreude (Shamay-Tsoory et al., 2009)
!
■ Promotes ethnocentrism (in-group favoritism) (De Dreu et al., 2011)
!
■ Promotes cooperation with in-group members, but competition with anonymous
strangers (Declerck et al., 2010)
The “Cuddle Hormone”
52. +
Oxytocin
■ The jury is still out on oxytocin.
!
■ It increases trust, love, and affection.
!
■ Released during orgasm, breastfeeding, and falling in love (awww.)
!
■ But...might promote ingroup favoritism and some “nasty” side effects.
The “Cuddle Hormone”
53. +
Touch
■ Touch can promote closeness in social relationships
■ NBA Basketball Study (Kraus et al., 2010)
■ In a study of NBA teams, those that are highly successful have players who
touch each other more frequently
■ Soothing touch by a loved one can release oxytocin (promoting trust)
and reduce cortisol (the stress hormone)
Every time we touch, I get this feeling.
54. +
Touch
■ 1. Provides rewards to others
■ Stimulates skin cells that trigger brain activation in “reward” areas
!
■ 2. Soothes in times of stress (reduces levels of cortisol)
■ In one study, married women anticipating an electric shock showed lower threat-related
activity in “stress” areas of the brain when holding their husbands’ hands, but not a
stranger’s hand (Coan et al., 2006)
!
■ 3. Encourages reciprocity/trust
■ NBA study (Kraus et al., 2010)
How does touch promote closeness?
55. +
Emotional Mimicry
■ Mimicking the emotional displays of others establishes similarity between
people, which increases closeness & liking
■ Examples
■ Roommates’ emotional responses to film clips became more similar over the course
of one year (Anderson et al., 2003)
■ Greater emotional mimicry predicted closer roommate friendships
■ There will be more on this in the section on Social Influence
■ So you might hear Justin Bieber in class again ☺
■ Video: http://www.youtube.com/watch?v=7BKwBsPlR04
U Smile, I Smile
56. +
Emotions Within Groups
■ People with different levels of power (or status) within a group
tend to publicly express different emotions.
!
■ High Power = More likely to express anger
■ Conveys force and strength
■ Leaders who express anger seem more powerful to others
!
■ Low Power = More likely to express embarrassment
■ Signals submissiveness
■ People who show embarrassment construed as lower power
57. +
Emotions Between Groups
■ Infrahumanization
■ The tendency for ingroup members to see outgroup members as “less human.”
■ Group members...
■ Attribute similar levels of basic emotions (like anger/disgust) to outgroup
!
■ Assume that own group members are more likely than outgroup members to experience
complex, sophisticated, “human” emotions (like pride, sympathy, having a strong
sense of self, or perspective-taking).
59. +
Emotions & Social Cognition
■ Many important decisions are based on emotions
■ “Go with your gut”
!
■ How do emotions play a role in our decision-making?
!
■ 1. Emotions provide information for judgments
!
■ 2. Emotions influence reasoning
60. +
Feelings-As-Information
■ Major Assumption: Many judgments are too complex to fully review
all the relevant evidence, so people rely on emotions to provide them
with fast, reliable information
!
■ For complex, difficult judgments, people might rely on current feelings or
emotions to provide quick, easily available information
!
■ People are most likely to rely on emotions when making more complex
judgments (e.g. How satisfied are you with your life in general?) than
simple judgments (e.g. Is my tire flat?)
61. +
Feelings-As-Information
■ People in a bad mood are more likely to make negative judgments about
products, politicians, and policies (Forgas & Moylan, 1987)
!
■ People who are primed to feel happy are more likely to feel convinced by an
unrelated persuasive message than those who feel sad or angry (Albarracin &
Kumkale, 2003)
62. +
Feelings-As-Information
■ Phoned people in Illinois on a cloudy or sunny day
■ “All things considered, how satisfied or dissatisfied are you with your life
as a whole these days?”
■ For half of the participants, they also asked, “By the way, we’re
calling from Michigan: How’s the weather in Illinois?”
■ If they didn’t ask about the weather...
■ Participants rated themselves as 20% more satisfied with life (6.5 vs. 4.5
on a 1-10 scale) if it was a sunny day
■ If they did ask about the weather...
■ No difference in ratings (they correctly attributed their affect to the
weather, because they called attention to it)
Schwarz & Clore, 1983
63. +
Feelings-As-Information
■ Important Points:
■ If they called attention to the weather, effect didn’t happen!
!
■ ONLY happens if people don’t realize they were being influenced by the
weather.
!
■ The idea is not that you use the weather to decide how happy you
are...the idea is that the weather makes you happy that day, and you
use that feeling as a heuristic for how you must feel in general.
■ Temporary feeling as a quick heuristic for larger, more complex
judgments.
Schwarz & Clore, 1983
66. +
Benefits of Positive Emotions
■ Positive emotions broaden our thoughts and actions
■ More creative thought patterns
■ Helps us build emotional and intellectual resources
■ Increases in intellectual resources build social resources
■ Friendships & social networks
■ Resources function as reserves that can be drawn on later to improve
the odds of successful coping and survival
■ Positive emotions broaden thought and action repertoires, helping
people build social resources
Broaden-and-Build Hypothesis (Fredrickson, 1998)
67. +
Benefits of Positive Emotions
■ Alice Isen
■ Positive Emotions are linked to...
■ More creative and flexible thinking
■ More novel word associations
■ Categorizing objects more inclusively
■ Negotiators in positive moods more likely to reach optimal agreement
■ Think more flexibly about the interests of the other side (aw!)
Don’t Worry, Be Happy!
68. +
Anger and Sadness
■ Anger leads people to rely on pre-existing heuristics
■ Top-Down Processing
■ More likely to use stereotypes, use availability heuristic, etc.
!
■ Sadness facilitates more careful attention to situational details
■ Bottom-Up Processing
■ Making people feel sad makes them less likely to use stereotypes
■ Sad people are more astute, careful judges of others; pay more attention to the context
71. +
William James
■ Emotions are the perception of bodily changes in response to the environment
■ Emotions are responses to physical feelings, not mental
■ Assumes that each emotion is associated with a distinct physiological response
■ Each emotion makes your body feel a certain way
■ You interpret how your body is feeling
■ You decide what emotion you are feeling
Early Theory of Emotion
72. +
Physiological Specificity
■ Participants were asked to pose facial expressions by activating certain
facial muscles
■ Example:
■ Pull your eyebrows down and together
■ Push your lower lip up and press your lips together
!
■ What emotion do you think you are imitating?
■ A. Happiness
■ B. Fear
■ C. Anger
■ D. Surprise
■ E. Sadness
Directed Facial Action Task
73. +
Physiological Specificity
■ Participants were asked to pose facial expressions by activating certain
facial muscles
■ Example: Anger
■ Pull your eyebrows down and together
■ Push your lower lip up and press your lips together
■ Cross-cultural research found that posed facial expressions led to
specific patterns of physiological arousal
■ Fear & Anger Faces: Increased heart rate
■ Fear & Disgust Faces: Higher skin conductance (sweat)
■ Finger temperature highest for anger, lowest for fear
Directed Facial Action Task
74. +
Two-Factor Theory of Emotion
■ Emotions are made of two components:
■ 1. Undifferentiated physiological arousal
■ 2. Cognitive explanation (construal!) of the arousal
■ What does this remind you of from earlier in the lecture?
■ Primary & Secondary Appraisals!
Different Perspective Than Physiological Specificity
Cognitive explanations of physiological arousal
are important components of emotion.
75. +
Two-Factor Theory of Emotion
■ Participants were told that researchers were testing the effects of a
drug on vision.
■ In reality, the drug was epinephrine (or a placebo)
■ Epinephrine: Increases arousal, heart rate, breathing, etc.
■ Of the participants who received epinephrine...
■ Epinephrine-Informed: Half were told that they would experience shaky
hands, pounding hearts, etc. as a result of the drug
■ Epinephrine-Ignorant: Half were told nothing about the drug.
■ Participants then interacted with a confederate in the waiting room
who was acting either...
■ Very happy, euphoric, manic – high positive affect
■ Very angry, irritable, annoyed – high negative affect
Schachter & Singer (1962) – Classic Study!
76. +
Two-Factor Theory of Emotion
What do you think happened when
the people...
!
• Didn’t know their arousal was
amped up because of the drug?
!
• Came into contact with a
euphorically happy person?
!
• Came into contact with an
incredibly angry person?
EPINEPHRINE-IGNORANT
Schachter & Singer (1962) – RESULTS
77. +
Two-Factor Theory of Emotion
■ Euphoric confederate !
Participant feels very happy
!
■ Angry confederate ! Participant
feels very angry
!
■ They felt high levels of arousal,
and then used the confederate to
label/explain
■ “He’s happy/mad, so I am too.”
■ Participants in both euphoric and
angry conditions reported feeling
less emotional than the placebo
participants, even though they
experienced the physiological
arousal
■ They overattributed their arousal to
the drug
EPINEPHRINE-IGNORANT EPINEPHRINE-INFORMED
Schachter & Singer (1962) – RESULTS
78. +
Two-Factor Theory of Emotion
■ Misattribution of Arousal
■ The physiological experience of arousal is incorrectly attributed to the
wrong cause
!
■ In Schachter & Singer (1962), the epinephrine caused the arousal, but
uninformed participants attributed the arousal to the emotional cues in
the situation (either euphoria or anger)
Misattribution of Arousal
79. +
Two-Factor Theory of Emotion
■ An attractive woman approached men and asked them if they
would mind answering a few questions for a survey she was
conducting for the Park service.
■ The catch is... She asked them right after they had crossed a
bridge, which was either sturdy (safe) or shaky (terrifying)
The “Shaky Bridge” Study (Dutton & Aron, 1974)
80. +
Two-Factor Theory of Emotion
■ More men hit on the woman after crossing the scary bridge
■ Men who crossed the scary bridge were more likely to call her
(she gave her phone number in case they had questions about
the research)
The “Shaky Bridge” Study: RESULTS
81. +
Two-Factor Theory of Emotion
■ Why?!
■ The men felt physiologically aroused (probably from fear or
exhilaration) after crossing the scary bridge
■ When trying to determine the source of their arousal, they
(mis)attributed it to the woman
■ “I felt really aroused...she must have been really hot.”
The “Shaky Bridge” Study: RESULTS
82. +
Two-Factor Theory of Emotion
■ Going on any dates soon?
■ Planning any fraternity/sorority joint events?
Not that I’m encouraging manipulation, but.....
83. +
Two-Factor Theory of Emotion
■ Going on any dates soon?
■ Planning any fraternity/sorority joint events?
Not that I’m encouraging manipulation, but.....
84. +
Happiness!
■ How would you define happiness?
■ Three Determinants of Pleasure
■ 1. Peak
■ 2. End
■ 3. Duration Neglect
85. +
Three Determinants of Happiness
■ The moment of maximum intensity
■ Examples:
■ The funniest moment of a movie
■ The absolute highlight of your trip to the beach
1: Peak
86. +
Three Determinants of Happiness
■ The last moment of an experience
■ Examples:
■ The ending of a movie
■ The last few moments of your trip to the beach
2: End
87. +
Three Determinants of Happiness
■ The length of an emotional experience has VERY
LITTLE INFLUENCE on our overall evaluation of
the experience
■ Examples:
■ The length of the movie
■ How long you got to spend at the beach
3: Duration Neglect
88. +
Three Determinants
■ The textbook focuses on happiness, but applies to all emotions
■ How painful you remember something being depends on how painful it was at
the most painful moment and how painful it was at the end, not how long the
painful experience lasted.
■ How angry you remember being at someone depends on how you felt at your
angriest and how you felt at the end of the fight, not how long the fight lasted.
PEAK-END PHENOMENON:
THE “PEAK” AND THE “END” OF AN EXPERIENCE MATTER.
HOW LONG IT LASTS DOES NOT.
89. +
Affective Forecasting
■ Think about something important that you want to happen by the end of this
year. How upset will you be if it does not happen?
!
■ A. Not upset at all
■ B. Somewhat upset
■ C. Moderately upset
■ D. Very upset
■ E. Devastated; the most upset possible
Predicting how you will feel in the future
90. +
Affective Forecasting
■ People are remarkably bad at predicting how happy or unhappy we
will be after positive or negative events.
■ Affective forecasting is often incorrect.
■ People often assume that they will like or dislike a future event more
than they actually do when it occurs.
The Truth
3
3.8
4.5
5.3
6
People In Relationships People Who Had Just Broken Up Predictions About If They Broke Up
Happiness
91. +
Affective Forecasting
People were not actually as devastated by breakups as people in
relationships assumed they would be.
The Truth
3
3.8
4.5
5.3
6
People In Relationships People Who Had Just Broken Up Predictions About If They Broke Up
Happiness
92. +
Affective Forecasting
■ Immune Neglect
■ Tendency to underestimate our resilience during negative life events
■ Painful & difficult experiences are often less upsetting than we expect them to be
!
■ Focalism
■ Tendency to focus on only one aspect of an experience or event when trying to predict
future emotions
■ Even if one “bad thing” or “good thing” happens, there are still plenty of other things
going on in your life that influence your happiness
Why are we so bad at this?
93. +
What Influences Happiness?
■ Age and gender are relatively unimportant
!
■ Money only increases happiness to a certain point
■ Lacking money (poverty) is miserable
■ More money makes you happier, until you hit about $75,000
■ After that, it makes a negligible (if any) difference
■ For people who have attended college, more money is not likely to lead to more
satisfaction
!
■ People are happier in countries where individual rights and economic
opportunities are available
94. +
What Influences Happiness?
■ Social relationships are the most powerful sources of happiness
■ Married people are happier than unmarried people
■ Contact with friends is associated with more happiness
■ Happiness is good for marriages
■ 5-to-1 ratio: Partners need to express 5 positive emotions for every negative one to have
a successful, happy marriage (Gottman, 1993)
■ Positive Emotions: Laughter, Gratitude, Affection, Appreciation, Love
■ Negative Emotions: Anger, Contempt, Fear, Jealousy, Snide Comments
■ Marriages with higher ratios are more likely to last.
95. +
Cultivating Happiness
■ What makes up happiness?
■ About 50% of the variance in how happy people are is genetic
■ About 10% of the variance is due to environment quality
■ Neighborhood, war, rights, freedoms, opportunities
■ The remaining 40% is shaped by the activities that you choose, the patterns of
thought that you develop, the ways that you handle stress, and the relationship
style you cultivate with others.
■ So how can we cultivate these essential positive emotions?
■ Expressions of gratitude
■ Expressions of compassion and forgiveness
96. +
Summary: Chapter 6 (Emotion)
■ Components of Emotion
■ Brief, Specific, Socially Functional
■ Appraisal Process
■ Primary: Quick flash of positive/negative feelings
■ Secondary: Identify & label the specific emotion
■ Emotions are...
■ Universal
■ Shared with other mammals/primates
■ Not learned
■ Six Universal Emotions
■ ADFSSH – Anger, Disgust, Fear, Surprise, Sadness, Happiness
97. +
Summary: Chapter 6 (Emotion)
■ Universal, but culturally specific details based on...
■ Emotional Accents
■ Focalism
■ Display Rules
!
!
■ Emotions and Social Relationships
■ Oxytocin
■ Touch
■ Emotional Mimicry
98. +
Summary: Chapter 6 (Emotion)
■ Emotion Influences Judgment/Reasoning
■ Feelings-As-Information: Feeling good makes you view things positively
■ Processing Style Perspective
■ Happy = Broaden-and-Build
■ Anger = Heuristics
■ Sadness = Attention to detail
■ Two-Factor Theory of Emotion
■ First feel physiological effects, then identify emotion
■ Emotions can be misattributed/misconstrued
■ Happiness
■ Peak-End Phenomenon: Emotional memory determined by how you feel at the peak moment and at the
end, not the duration (duration neglect)
■ 40% of happiness depends on personal choices!
■ You can cultivate happiness through construal, relationships, etc.
■ We are bad at affective forecasting (knowing what will make us happy or sad)
99. +
Ch. 6: Most Important Points
■ Universal Emotions
!
■ Judo Athlete Study
!
■ Power & Emotional Expression
!
■ Infrahumanization
!
■ Emotional Mimicry
■ Happiness & Cognition (Isen)
!
■ Anger/Sadness & Cognition
!
■ Peak-End Phenomenon
!
■ Affective Forecasting
!
■ Feelings As Information
■ Schwarz & Clore Study