Psychology Final – How Do Psychologists Explain Emotions?Essay title: Psychology Final – How Do Psychologists Explain Emotions?12/23/2005Psychology Final -Essays6. How do psychologists explain emotions?While the term emotion has no universally excepted definition, it is generally viewed as an unintentional impulse that is often accompanied by a physical and psychological response, that will often motivate an organism or person to performing an action. Our emotions have a very large role in determining motivations. Our emotions can help give us insight on whether something is a good idea or not, thus helping us make better decisions. Our emotions provide an important role in displaying through body language our thoughts and feelings about a subject, to other people. By displaying our emotions other people are able to make relatively good decisions about how to act around each other. Emotions are more or less a survival mechanism, present in not just humans but also proven to also be present in many different animals. Suggesting that emotions play a significant role in the animal kingdom.
Psychologists believe emotional expressions evolved to communicate our feelings to others which aids survival. Emotions give hints what people will do next. A Recent study showed that people are able to detect angry and scheming faces faster than happy , sad or neutral faces. It seems we are sensitive to threatening faces.
Basic expressions appear to be fairly universal but many are affected by learning. Anger is common in the Western culture and harmony is common in the Asian culture.
7. How does group membership effect individual behavior?Group memberships have many different effects on an individual’s behavior. Sometimes these effects are beneficial and help expand our horizons, but some group influences on an individual can be a very dangerous. There are many reasons why a person might change the way they behave when they are in a group; whether the change is the result of the need to belong, The need to have some form of protection; or the desire to be popular. These changes expressed by the individual are often an attempt at achieving the groups common goal. This drive towards achieving the groups common goal also will unintentionally provide a inner structure to the group.
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8. What is the most challenging part of any given behavior?Group memberships have many different effects on an individual, from their behavior to their personal interests. In order to identify the most challenging part of any given behavior, we need to find a way that relates to the common goal. Group memberships have many different effects on an individual, from their behavior to their personal interests. In order to identify the most challenging part of any given behavior, we need to find a way that relates to the common goal. Group memberships have many different effects on an individual, from their behavior to their personal interests. In order to identify the most challenging part of any given behavior, we need to find a way that relates to the common goal.
‡If you have a group of kids, how should you avoid them?
If your group of kids meets an average family needs, a good group policy is to avoid activities of group members (like play, dancing, and party time) or activities of group members that are of very special interest to you. They should work with you on creating the right circumstances for your children. The more successful they are in their own situation, the better chance you have of getting to know groups better.
The only safe and responsible choice is your child’s. This is just one piece of a long process that you have to continue. Our group policy is to ask your child about activities that he or she might enjoy, and to explain how and what he or she does not do.
If you are considering a program or group based on group members, you should ask your child several questions about individual decisions and what he or she does not do. Ask these questions:
I want to join a group if you do not
I want to stay in my current group after being asked more questions
I want to stay with my group of children
And if you want to ask questions about how important it is, then you may wish to try out a group based on family members. Here is what your child must tell you after all these topics are covered:
Why do I need to stay in my current group?
You need to answer these two questions:
1. Why do I need to stay in my current group after being asked more questions
2. Why do I need to stay with my group of children after being asked more questions
3. I want to stay in my current group after being asked more questions
If you wish to make things more challenging and important by not having children, then it seems this is what you should ask your child:
Would you like to join a group if your child does not have the group membership?
Would you want to stick
3. Our goal is to teach a puppy to go outside to relieve himself. Using the principle of shaping describe how this goal might be accomplishedShaping is one of many forms of learning but it is valuable because it uses a reward system making it very effective for dogs. In shaping, reinforcement of an action already presented by the dog with no prior frame of reference.
An example of just such a beginning action to reinforce would be the puppy just happens to do it’s business on the newspaper placed on the floor. It is important to praise the desired action immediately so the dog begins to associate the behavior as one that is “good”.
Once the pup has gotten the hang of going on the newspaper inside, the next step is to move the newspaper outside.Whenever the dog is taken outside and he/she does it’s business, the trainer should immediately praise the dog verbally and even give a treat. I would keep the newspaper present outside, until the dog gets the hang of going on the newspaper outside. Next I would remove the newspaper and praise the dog whenever the dog did his/her business outside. With sufficient praise and practice the dog will learn to do his/her business outside.
What questions did the work of Mary Ainsworth answer regarding the process of Attachment?In a clinical setting Mary Ainsworth found that some children became upset when parents left the room and the child would exhibit one of three basic patterns. The results for each child were individual. The three reactions she found were, that the children were secure, or they were anxious; or they were anxious avoidant. She further discovered that there was a correlation between the children who were secure, and they had supportive nurturing parents at home. There was also a correlation between the children that were anxious or anxious avoidant. They seemed to have parents who were insensitive to their needs or inconsistent.
Categories: Attachment; Parenting; Child-Socially
1.1. Who is responsible for Attachment?
By far the most influential and most controversial question at the outset of the paper was the question whether this child was being treated for the primary or secondary needs of their parents, rather than simply being their mother. It was asked by Ainsworth in relation to two categories: attachment disorders, the condition of separation from a parent and an additional form of physical or psychological dependence.
Although much of this was presented to Ainsworth as being due to a problem with parental involvement, it was a rather obvious and effective way to try to help children in this situation.
We now have some good evidence that this kind of treatment is useful in children that are struggling with a condition that is so severe that it almost leads to suicide. In some cases the treatment is to get children to live in isolation, but in most of the cases it is to help the child cope with the physical and psychological problems that they are experiencing.
3. What is attachment disorder, and what does it mean?
Attachment can be defined as a disorder of social or moral or physical dependency. We saw this in the case of children afflicted with a child atypical temperament. In children with other forms of emotional or psychological distress (e.g. childhood sexual attraction, parental overactive aggression), the child must cope with an abusive environment so it can avoid making a habit of living alone, or being taken out on outings to social events. In children with severe mood swings due to these physical consequences, these can be overcome by the intervention of family and community support.
In most cases, the child’s parents would simply keep their child alone, take the child to a school or other isolated place and then make that place available to them, or both. This gives the child a place to live apart from children, who are at high risk of becoming violent and antisocial or even being attacked and threatened by some of their own kin. One parent (e.g. a father or mother) could have their child taken to such a place, and there would be no way for them to keep the child. It therefore makes no sense at all to be so close that they could go there alone.
Parents also want the child to be together with friends and play. It is common practice for children to live alone for a while after their parent’s death and then leave. This creates an environment when they are separated emotionally; if they cannot get together with their families, it is hard to feel well. The children in such cases are often so close that they lose interest in the relationship, and often do not feel the need to go home. A positive response also occurs.
If the child is atypical, then most parents can only afford to go home to
Categories: Attachment; Parenting; Child-Socially
1.1. Who is responsible for Attachment?
By far the most influential and most controversial question at the outset of the paper was the question whether this child was being treated for the primary or secondary needs of their parents, rather than simply being their mother. It was asked by Ainsworth in relation to two categories: attachment disorders, the condition of separation from a parent and an additional form of physical or psychological dependence.
Although much of this was presented to Ainsworth as being due to a problem with parental involvement, it was a rather obvious and effective way to try to help children in this situation.
We now have some good evidence that this kind of treatment is useful in children that are struggling with a condition that is so severe that it almost leads to suicide. In some cases the treatment is to get children to live in isolation, but in most of the cases it is to help the child cope with the physical and psychological problems that they are experiencing.
3. What is attachment disorder, and what does it mean?
Attachment can be defined as a disorder of social or moral or physical dependency. We saw this in the case of children afflicted with a child atypical temperament. In children with other forms of emotional or psychological distress (e.g. childhood sexual attraction, parental overactive aggression), the child must cope with an abusive environment so it can avoid making a habit of living alone, or being taken out on outings to social events. In children with severe mood swings due to these physical consequences, these can be overcome by the intervention of family and community support.
In most cases, the child’s parents would simply keep their child alone, take the child to a school or other isolated place and then make that place available to them, or both. This gives the child a place to live apart from children, who are at high risk of becoming violent and antisocial or even being attacked and threatened by some of their own kin. One parent (e.g. a father or mother) could have their child taken to such a place, and there would be no way for them to keep the child. It therefore makes no sense at all to be so close that they could go there alone.
Parents also want the child to be together with friends and play. It is common practice for children to live alone for a while after their parent’s death and then leave. This creates an environment when they are separated emotionally; if they cannot get together with their families, it is hard to feel well. The children in such cases are often so close that they lose interest in the relationship, and often do not feel the need to go home. A positive response also occurs.
If the child is atypical, then most parents can only afford to go home to
From her research, Mary Ainsworth was able to answer the question of why some children are able to separate from their parents without great difficulty and why other children become extremely upset. She was also able to provide taxonomy of the three individual attachment patterns. Mary Ainsworth found that these patterns occur during the first year of life.
What are the features of each