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Cognitive (subjective feelings) Physiological (bodily responses) Behavioral |
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Provides intial, rapid, automatic evaluation of the emotional significane of stimuli and directs attention. Gut reaction |
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Influence people's conscious emotional feelings and ability to act in planned ways based on feelings. Links to memory and decision making |
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Strength of memory consolidation |
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Primary emotion development in children |
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3 months-Joy, sadness, disgust 2-6 months-Surprise 6-8 months-Fear |
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1.5 years-Empathy, jealousy, embarrassment 2.5 years-Pride, shame, guilt |
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Basic theories of emotion (adolescence and adults) |
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Adolescence-more amygdala activation than pre-frontal cortex activation Adults-more pre-frontal cortex activation than amygdala activation |
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James-Lange Theory of Emotion |
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Experience of emotion is awareness of physiological responses to emotion-arousing stimuli |
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Cannon-Bard Theory of Emotion |
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Emotion-arousal stimuli simultaneously trigger: physiological responses and subjective experience of emotion. |
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Schacter's Two-Factor Theory of Emotion |
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To experience emotion one must: be physically aroused, and cognitively label the arousal. |
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Preattentive Processing-Christianson (1992) |
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Certain characteristics of emotion are processed: quickly, unconsciously, independent of context, independent of processing resources, in parallel. Predictions-superior recall for central events relative to peripheral events. |
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Easterbrook's Cue Utilization Theory (1959) |
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Arousal: Low levels: Attend widely Medium levels: focus High levels: narrow focus
Support comes from weapon focus studies |
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Encoding-Leight and Ellis (1981) |
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Mood affects how well people remember/encode things. Sadness and elation interfere with encoding, neautrality is the best for encoding. |
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Anxiety and Performance Keinen, Friedland, and Arad (1991) |
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Definition
Participants were assigned to a high or low stress condition and then had to perform a task. Results: High stress participants categorized more rapidly but used fewer groups to categorize the objects than the low stress participants. It was concluded that high stress participants pay less attention to distinctive features and show greater over-generalizations due to stress. |
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STM-arousal has detrimental effects LTM-arousal has facilitating effects |
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Kleinsmith & Kaplan (1963-64) |
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Gave participants either high arousal words or low arousal words. Low arousal words were hgihly remembered at first, after 20 mins later they were equal and after 1 week high arousal was much higher. |
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Retrieval-Mood dependent effects |
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Definition
Material encoded in a particular mood is recalled or recognized better when the material is retrieved under the same mood state. These effects are very fragile and are not consistently obtained. |
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Retrieval-Mood congruent effects |
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Definition
Memory performance is best when the valence of the TBR material and individual's mood state are congruent at both encoding and retrieval. A happy person will remember happy information better than sad information. |
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Bower, Gilligan and Monteiro (1981) |
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Definition
Participants were made happy or sad via hypnotic suggestion. Read about two guys playing tennis, one is happy and one is sad. Sad participant recalled more about sad character, happy character remembered more about happy character. |
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Highly emotional, vivid, very detailed. Recall of the event can be innacurate or lacking in detail, even though participants are very confident in their memories. |
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Day after 9/11 asked participants about terrorist attack. Also asked participants about an everyday event in the persons life that they had done in the days proceeding the attack. Tested either 1 week, 6 weeks or 32 weeks later. Number of details forgotten was similar, but confidence of memory was much higher for 9/11 |
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Semanticity Arbitrariness Flexibility Naming Displacement Productivity |
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Basic unit from which language was composed. Determined by: -place of articulation -manner of articulation -voicing |
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Speech Perception: Problems |
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Problem of invariance -coarticulation -speaker differences Words are not neatly segmented |
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Warren (1970) Phonemic Restoration |
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Sentence was read and a letter was left out, participants were asked to identify where the cough occurred. 19/20 reported all sounds were present. It appears participants restored the missing sound |
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Sentence Structure. Relationship between words in a sentence, word order, phrase order. |
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Meaning of individual words. Must be retrieved from memory. Mental lexicon-mental dictionary.
Morphemes-smallest unit that still carries a meaning |
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Higher levels of linguistic analysis |
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lexical content-looks at what words are used in a sample of language syntactic content-looks at the arrangement or ordering of words to form phrases and sentences semantic content-looks at the meaning of a a passage |
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Whorf's linguistic relativity hypothesis |
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A person's language imposes a particular view of the world |
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Language disorders that follow brain injury caused by stroke, tumor, wound or infection Wernicke's aphasia-lexical errors, difficulty comprehending speech, semantic and lexical deficits Broca's aphasia-labored speech, word-finding pauses, loss of function words, disturbed word order, syntactic deficits |
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conduction aphasia-unable to repeat what was just heard anomia-difficulty retrieving a semantic concept and say its name alexia-difficulty in reading a language agraphia-unable to write pure word deafness-unable to comphrehend spoken language |
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Bias or tendency to solve problems in a particular way even when a different approach may be more productive. |
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Solutions to some problems require the use of familiar object in a novel fashion. Effectiveness depends on how the objects are verbally labeled, whether the person has used the object and age. |
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Seat of the pants strategy that works under some circumstances, but is not guaranteed to yield the correct answer |
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Representativeness heuristic |
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A sample is judged likely if it is similar to the popuation from which it was selected.
Ex: If at a roulette table and red happens 8 times in a row, it is still 50/50 the next time |
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Used when you estimate the frequency of probability in terms of how easy it is to think of examples of something. |
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The ease of which we can think of a particular scenario or series of events. |
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