TEST REVIEW The JamesLange theory of emotion states

TEST REVIEW

The James-Lange theory of emotion states that a. to experience emotion is to be aware of our physiological responses to an emotion-arousing event. b. the expression of emotion reduces our level of physiological arousal. c. an emotion-arousing stimulus simultaneously triggers both physiological arousal and the subjective experience of emotion. d. to experience emotion we must be physically aroused and able to cognitively label the emotion. e. cognitive experiences of emotion determine the extent of

The two-factor theory of emotion was proposed by a. Walter Cannon and Philip Bard. b. Robert Zajonc and Richard Lazarus. c. William James and Carl Lange. d. Stanley Schachter and Jerome Singer. e. John B. Watson and B. F. Skinner.

Which division of the nervous system arouses the body and mobilizes its energy in emotionally stressful situations? a. sympathetic b. central c. somatic d. parasympathetic e. autonomic

When her son fails to arrive home as expected, Elena fears he has been in an accident. Both her heart and respiration rate remain elevated until she sees him come safely through the door. Her body soon returns to normal due to the action of her ____ nervous system. a. parasympathetic b. sympathetic c. central d. somatic e. cathartic

Which of the following best describes task performance? a. It is best when physiological arousal is moderate. b. It is worst when physiological arousal is moderate. c. It is best when physiological arousal is low. d. It is best when physiological arousal is high. e. It is mediocre when physiological arousal is moderate.

Which brain structure has been found to be especially important in learning to fear specific objects? a. hypothalamus b. amygdala c. corpus callosum d. hippocampus e. thalamus

The suggestion that we share a friend's feelings of joy if we smile with him or her best illustrates the logic of a. the Cannon-Bard theory. b. the adaptation-level phenomenon. c. the James-Lange theory. d. the catharsis hypothesis. e. the relative deprivation theory.

PART THREE OF REVIEW (Do this after today’s notes)

Relatively high levels of physiological arousal would most likely interfere with effectively a. solving a crossword puzzle. b. repeating the alphabet. c. riding a bicycle. d. washing dishes. enjoying a televised football game.

Whether we feel angry or depressed in response to a low grade on a test depends on whether we attribute the poor grade to an unfair test or to our own low intelligence. This best illustrates that emotions are influenced by a. physical arousal. b. relative deprivation. cognitive appraisals. d. genetic predispositions. e. moral judgments.

One way for people to improve their own satisfaction with life is to a. focus more attention on themselves. b. participate in regular aerobic exercise. c. overestimate how much they can accomplish. d. ask their boss for a raise. underestimate their eventual accomplishments.

While taking a difficult test, Cindy's muscles tense and her heart pounds. These physiological responses are a. stressors. b. stress reactions. c. stress appraisal. d. adaptation levels. e. cathartic reactions.

In a stressful situation, feelings of pain are dulled by a. the skeletal nervous system. b. carcinogens. c. the sympathetic nervous system. d. biofeedback. e. catharsis.

HOW TO ANSWER A FRQ Sue was feeling a little sad and didn't feel like volunteering at the homeless shelter as she had promised. But then she remembered that, earlier in the day, her friend Rob got his foot stuck in a wastebasket, took one step, and fell over. When she thought about this episode, she smiled and felt a little better. She started to feel a bit happier, so she went to the shelter to help out. Explain how a psychologist might use the following concepts to explain how Sue remembered this episode and the relationship between this memory, Sue's behavior, and her emotions. • Automatic encoding S – Space (skip lines between answer for each term) • Explicit memory O – Order (answer in order) • Mood-congruent memory D – Define (and underline it, too!) • Two-factor theory A – Apply (show the term fits in the prompt) • Facial feedback S – Synonyms (use to avoid repeating term) • Feel-good, do-good phenomenon • Relative deprivation

• Point 1: Automatic encoding: Students should explain that Sue most likely encoded the original memory automatically, because the episode was unique and engaging. Her consciousness automatically encoded details of this funny event into her memory system. •

• Point 2: Explicit memory: Students should explain that Sue's memory of this event is an explicit memory, a conscious memory of factual information. Student explanations do not need to use this exact definition in their response, but the response needs to clearly indicate that students understand the distinction between this kind of memory and other kinds (e. g. , procedural/implicit). •

• Point 3: Mood-congruent memory: Students should explain that this memory may have been more difficult for Sue to recall because she was in a depressed mood. Mood-congruent memory would predict that, while she was in a depressed mood, Sue would more likely recall more sad, depressed memories than happy ones.

• Point 4: Two-factor theory: Students should explain that, according to two-factor theory, Sue's happier mood came from her physiological experience (smiling, feeling better) and the cognitive label she applied to the physiological changes (happiness or humor).

• Point 5: Facial feedback: Students should explain that facial-feedback research indicates that her smile influenced her emotional experience. Facial-feedback research indicates that making the muscle movements required to smile influences our experience of the emotion, so that smiling actually increases the experienced emotion of happiness.

• Point 6: Feel-good, do-good phenomenon: Students should explain that we are more likely to be helpful to others when we are feeling positive. Sue's elevated mood after remembering the funny event increased the likelihood that she would do something positive for others, such as volunteering at the homeless shelter.

• Point 7: Relative deprivation: Students should explain that when Sue remembered Rob's misfortune her mood may have improved because Rob's situation was worse than her current situation. Research about relative deprivation indicates that our mood is generally elevated when we see or think about people who are in situations worse than ours, or when we think back to a time when we were in a worse situation.