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MindMap Gallery Psychology - Chapter 3 Emotions, Emotions, Will and Education

Psychology - Chapter 3 Emotions, Emotions, Will and Education

The combination of Shanxiang courses and super-qualified courses, comprehensive mind mapping, pedagogy, exams, and teaching qualifications are full of useful information. Friends in need should quickly collect it!

Edited at 2024-03-13 10:21:50

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Psychology - Chapter 3 Emotions, Emotions, Will and Education

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Outline

Cognitive development stages and education of middle school students
- 41
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Teaching Resources Section 2 Chapter 1 Basic Principles of Basic Educational Knowledge
- 31
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Comprehensive quality of secondary school teaching resources
- 29
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educational psychology
- 107
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Psychology - Chapter 1 Overview of Psychology ✓
- 203
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Psychology—Chapter 2 Cognitive Development and Education
- 70
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Psychology - Chapter 4 Personality Psychology ✓
- 120
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Educational Psychology - Chapter 1 Overview of Educational Psychology✓
- 76
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Educational Psychology - Chapter 2 Psychological Development and Individual Differences✓
- 66
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Educational Psychology - Chapter 3 Learning Theory ✓
- 63
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Emotions, emotions, will and education

emotion emotion

Overview

Emotions and emotions are people’s attitude, experience and corresponding behavioral responses to objective things.

Cognition is the basis for the generation of emotions, and need is the mediator that causes emotions.

The composition of emotions

Subjective experience (self-feeling) - cognitive level

Physiological arousal (body changes) - heartbeat, blood pressure, face, sweating

External expression (expressive level)

Facial expressions - the main indicator of emotion

Body posture, expression - body + gestures

intonation expression

The relationship between the two

mood

Produced early, common to humans and animals, primitive and low-level, related to whether physiological needs are met

Situational and volatile

Impulsive and explicit

emotion

Late generation, unique to humans, advanced in succession, related to whether social needs are met

Stable and durable

Implicit and profound

connect

Emotion is the basis of emotion and the specific expression of emotion

Emotion is the external expression of emotion, and emotion is the essential content of emotion.

Function

A dozen letters infected me adaptation, motivation, organization, signaling, health, infection

Adaptive functions: danger-fear-defense survival and development

eg: little baby cries

Motivational function: Appropriate intensity, promotion (tension and anxiety - positive thinking - problem solving)

Produce activity or behavior (happen before something happens)

eg: Do better with appropriate pressure

Organizational functions: Positive emotions - regulation and organization; Negative emotions - interference and destruction

Regulation of existing behavior (occurring in the event)

eg: Good mood and high efficiency

Signaling function: external expression and transmission of emotions

eg: Nod and smile to show appreciation

Health Functions: Effects on the Body

eg: It takes ten years to smile, one clown is better than a dozen doctors, anger hurts the liver, joy hurts the heart, sadness hurts the spleen

Infectious function: resonance and empathy

eg: When one person is in the corner, the whole room is unhappy

content

mood

According to the different relationship between subject and object, emotions are divided into joy, anger, sadness and fear

Depending on the intensity, persistence, and tension of the emotion

state of mind

weak, persistent, diffuse

People feel refreshed when happy events happen, and shed tears when they feel the flowers bloom, and their hearts are filled with lingering fear and sentimentality.

Passion

Explosive, violent, brief, narrowing of consciousness, with obvious external manifestations

Be ecstatic and furious, jump like thunder, be ecstatic, dance with joy

stress

Stress, emergencies, unexpected emergencies, rapid and highly stressful emotional states

Positive - be quick to gain wisdom; negative - be panicked

Dimensions: intensity, tension, pleasure, complexity

theory

early theory

James-Langronge theory (peripheral theory of emotion)

Produced by: autonomic nervous system

There is a physiological reaction first, and then there is an emotional experience

S—physiological response—emotion Excitement - crying, laughing, sweating - joy, anger, sadness and fear

Cannon-Bard theory (emotional center theory)

Produced in: thalamus of the central nervous system

Produce both emotional and physiological responses simultaneously

S—thalamus—emotion + physiological response Stimulation - thalamus - occurs simultaneously

contemporary cognitive theory

Arnold - "Assessing Excitement"

Produced by: the cerebral cortex's assessment of the situation

S—thalamus—cerebral cortex—emotion Stimulus - Evaluation - Emotion

eg: see the tiger directly Seeing a tiger in a cage ➱Assess the danger of the situation first ➱Remove the harmful emotions of not being afraid

Arnold-Lazarus "cognitive-evaluative theory"

Emotions are the product of the interaction between people and the environment

Three levels of evaluation: initial evaluation, secondary evaluation, and re-evaluation

Schachter-Singer's "Two-Factor Theory of Emotions"

Two factors: physiological arousal and cognitive arousal

Emotional states are integrated in the cerebral cortex through cognitive processes, physiological processes, and environmental factors.

The core is cognition, and cognitive understanding plays a decisive role in emotion, while the other two do not determine emotion.

Izzard's "Emotional Motivation-Differentiation Theory"

Emotions are the core driving force of the personality system

emotion

Classification

moral sense

Moral standards (patriotism, collectivism, responsibility, honor, self-esteem, professionalism)

beauty

Aesthetic standards (natural beauty, social beauty)

sense of reason

Understand things and explore the truth (desire for knowledge, curiosity, and the anguish of being unable to solve problems. It plays a role in promoting understanding of things)

self defense mechanism

Freud's first force in psychoanalysis

deny

Think it never happened

eg: Out of sight, out of mind, ostrich, hiding ears and stealing bells.

Rationalization (literary decoration)

Unconscious explanation with plausible explanation

eg: sour grapes, sweet lemons, buck-passing (most obvious in adolescence)

Displacement (kicking cat effect)

Transferring emotions from one object to another substitute object

eg: turn to attack, transfer

projection

To save others by oneself

eg: Use the heart of a villain to judge the heart of a gentleman. There is a kind of coldness called mother thinks you are cold.

compensate

eg: If there is no light in the east, it will be bright in the west. What is lost is gained in the east.

overcompensation

positive, negative

eg: Paralympic Games, Li Yang who stutters like crazy in English, and his academic performance is poor. My father is the director.

depress

Repression to the unconscious, selective motivational amnesia

eg: I hope this doesn’t happen

offset

Opposite behavior - something that happened

eg: Break peace—break the cup

reverse formation

Opposite behavior - things didn't happen

eg: The mouth is too straight and the body is straight, but the mouth is sweet and the belly is sword.

Regress

Exhibit age-inappropriate behavior

eg: The second born eldest child acts like a spoiled child

deepen

The most constructive and positive self-defense mechanism

eg: Turn grief and anger into strength, a book written by Sima Qian

emotional development

primary school

Enhanced stability and enhanced adjustment and control capabilities

The third grade is a turning point

middle school

Showing the contradictory polarity of being semi-mature and semi-childish

Intense violence and gentleness coexist

Mutability and stubbornness coexist

Introversion and expressiveness coexist

Independence and dependence are psychological contradictions, not emotional contradictions

will

concept Characteristics (four points)

① People consciously determine their goals ② Consciously regulate actions ③ Work hard to overcome difficulties and achieve goals (The primary characteristic premise is the essential difference between humans and animals) (Adjustment of dominance) (The most important characteristic core for overcoming difficulties) (Based on voluntary movement.)

basic stage

Preparation Phase

Motive Struggle/Conflict

Conflict of dual tendencies: both thinking... and thinking...

eg: Loyalty and filial piety are difficult to fulfill. I want fish and bear paws to do what I want.

Double-avoidance conflict: both afraid of...and afraid of...

eg: Choose the lesser of two evils, be afraid of the wolf in front and the tiger in the back, a dilemma

Conflict avoidance: Want to...but fear...

eg: It’s a pity to throw away the tasteless food, the cherries are delicious and hard to pick from the tree, love and hate are intertwined.

Multiple approach and avoidance conflicts: multiple choices, each with approach and avoidance conflicts

eg: Looking for a job after graduation, object AB: ugly but rich, rich and beautiful but poor

Determine action goals

Choose a course of action

Develop an action plan

execution decision stage

critical stage, central link

A concentrated expression of willpower and effort

The quality of will (making up one's mind/to act)

Homemade nuts Consciousness, self-control, perseverance, decisiveness

Consciousness (independence)

Can you take the initiative to make up your mind to do something?

eg: Children take the initiative to do homework

Will you be influenced by others when making decisions?

Willing to have one's own way--dictatorship

Soft ears - suggestible

self-control

Will you be tempted to do things in a short period of time? Can you restrain yourself?

Lack of self-control - willfulness

Excessive self-control - cowardice

decisiveness

Do you decide quickly or not?

Too decisive - hasty and arbitrary

Lack of decisiveness – indecisiveness

perseverance (perseverance, perseverance)

I have made a decision whether I can persist for a long time.

Excessive tenacity - stubborn, never look back until you hit the wall

Insufficient tenacity - wavering, lack of confidence and determination, change of mind when seeing different ideas

Cultivation of will and quality

(1) Strengthen education on the purpose of life, establish a scientific world view, lofty ideals and beliefs, cultivate the purpose of students' behavior, and reduce the blindness of their behavior. (2) Strengthen nurturing education and cultivate students’ self-control ability. (3) Organize practical activities to exercise students' will in difficult environments and allow students to gain direct experience in will training. (4) Educate students to deal with setbacks correctly. (5) According to the differences in students' will and quality, different training measures should be adopted according to their aptitude. (6) Give full play to the exemplary role of teachers, class groups and role models and provide necessary disciplinary constraints. (7) Strengthen self-training and start with small things.

Strengthen goals, strengthen cultivation, teach group activities in accordance with aptitude, set an example, self-train, and treat setbacks and setbacks correctly

I saw my adoptive mother demonstrate wrongly

Bipolarity manifests itself in four aspects: ①Happiness (motivation): pleasant-unpleasant ②Tension: tense-relaxed ③Excitement level: excited-calm ④Strength: strong-weak