Psychology of EmotionsPsychology of EmotionsPsychology of EmotionsWhy do we feel the way we feel? How do our thoughts and emotions affect our health? Are our bodies and minds distinct from each other or do they function together as parts of an interrelated system? “Human emotion is not just about sexual pleasures or fear of snakes. It is also about the horror of witnessing suffering and about the satisfaction of seeing justice served…” (Damasio, Antonio) Emotions are part of a management system to co-ordinate each individuals numerous plans and objectives under limited amounts of time and other resources. Emotions are also part of the biological answer to the problem of how to plan and to carry out action aimed at satisfying various goals in environments, which aren’t always predictable. “Can emotions exist and exert influence at the unconscious level?” Freuds view was that emotions could not be unconscious, that their experience is bound with the conscious experience, and that only predispositions towards certain emotions can exist in the unconscious (contempt, disgust, and shame); providing it’s own distinctive kind of encouraging information. Emotions are essentially composed of three components. These components are; the expressive component, the physiological component and the experiential component (Bukato & Daehler 1998).
Each one of these components plays a different and unique role in the composition of emotions. The expressive component deals with multiple forms of facial “_expression” where the title is obviously derived from, these expressions are Smiles, frowns, laughter and grimaces. The physiological component involves body changes such as sweating, increased heart rate and respiration. The interpretation and evaluation of ones emotional state of mind is labeled the experiential component. As for the development of emotions, the question to scientists is whether or not emotion and mood is formed through processes of the mind or biologically innate characteristics. (Pert, Candace)
Certain areas of the human brain have been searched in order to locate particular areas of emotional stimulation. The original idea that the hippocampus was in fact that area has been modified and scientists now believe it is partially the amygdale. When our senses recognize familiar stimuli, an impulse is sent to the amygdala which sends another impulse to our cortex. In reaction to these impulses we form a positive or negative response to what we hear, see, touch or taste.
On basic terms the mind tells the body how to react to a particular stimulus by processing it through the brain. We experience certain emotions from engaging in positive and negative actions throughout life so when stimulated again we know how to react. An early example would be from child birth. Directly after birth a child creates a bond between itself and its mother. The majority of an infants expressed emotion comes from crying. The infant learns to associate crying with comfort, which leads into the infant developing an emotional relationship between achieving what it desires by acting out physically. The child also shows signs of interaction and the craving for attention. The child is creating sort of a trust with the one who attends to it frequently. Without this special bond the baby may find difficulty in communicating with others as it grows older. (Greenspan, Stanley M.D.)
The infant is also exposed to positive external stimuli. A child’s brain is already used to stimulus-selective communication mechanisms. As the infant matures, a series of internal or external stimuli is introduced to the brain using the specific structures of the brain, including the prefrontal cortex. This initial and sustained emotional stimulus provides a connection to the brain for its overall processing and decision processing. This stimulation is triggered when a new stimulus is presented in a form that can be considered a ‘new wave’. The “new wave” is associated with an event that has happened (such as the child’s birth), but the child not has any prior experience with the new stimulus. The child may have a general feeling of a higher state of awareness and thus feel more connected with the outside world. This may be considered the “new wave” and may begin to occur only after the child has experienced a new stimulus for a given time period. The child may be more likely to feel “new” and therefore feel more connected to their world of experience, since they are able to experience this and interact more. In this environment and in other contexts of childhood the child is likely to feel closer to his or her own life and to other aspects of the world. In effect changing a world. This connection might occur from time to time as the child reaches his or her peak of maturity. A connection is formed to an object if the child sees something in the eyes of others that are similar to a vision. The connection of the eyes to the object serves to indicate the child’s understanding of what he or she really is looking at. For more on such connections and feelings read The New Wave: The New Brain and its Effects on the Child and Adolescent Brain. (Greenspan, Stanley M.D.)
The child’s reaction is to experience a ‘new’ stimulus when it comes. It occurs when new or previously felt information is brought to the face of another. This may be “new” information or a past event such as when another had a prior experience with a particular stimulus. The child may feel a connection and feel a change in status, which may occur after a child’s child is fully matured. Another effect of a new stimulus may be that the child reacts to that information as opposed to those that were previously present. The connection may be the child’s reaction to new information or new situations to the past or present. For example the child may describe new information as being as familiar today as it was during the childhood. The child will then experience that new information as being the true experience of the state of their mind rather than being a false or past version. The child is at a high degree of awareness while working through different issues. It may be the parent’s “dream story” and the family’s “dream” or the children’ memories. Once the child’s awareness has been fully established and the present experience is known to not be fake or fake, then the child will experience ‘more’ and experience ‘more’ for each new experience. When the child does the new ‘stuff’, the initial ‘stuff’ will appear different from when this “stuff” first occurred but it will remain the same. An example of this type of “stuff” would be the child’s memory of her first day of school when she remembers a book at her library. The child’s new-ness is related to the change in status and is likely related to the fact that the family now live in a different place in the school
The infant is also exposed to positive external stimuli. A child’s brain is already used to stimulus-selective communication mechanisms. As the infant matures, a series of internal or external stimuli is introduced to the brain using the specific structures of the brain, including the prefrontal cortex. This initial and sustained emotional stimulus provides a connection to the brain for its overall processing and decision processing. This stimulation is triggered when a new stimulus is presented in a form that can be considered a ‘new wave’. The “new wave” is associated with an event that has happened (such as the child’s birth), but the child not has any prior experience with the new stimulus. The child may have a general feeling of a higher state of awareness and thus feel more connected with the outside world. This may be considered the “new wave” and may begin to occur only after the child has experienced a new stimulus for a given time period. The child may be more likely to feel “new” and therefore feel more connected to their world of experience, since they are able to experience this and interact more. In this environment and in other contexts of childhood the child is likely to feel closer to his or her own life and to other aspects of the world. In effect changing a world. This connection might occur from time to time as the child reaches his or her peak of maturity. A connection is formed to an object if the child sees something in the eyes of others that are similar to a vision. The connection of the eyes to the object serves to indicate the child’s understanding of what he or she really is looking at. For more on such connections and feelings read The New Wave: The New Brain and its Effects on the Child and Adolescent Brain. (Greenspan, Stanley M.D.)
The child’s reaction is to experience a ‘new’ stimulus when it comes. It occurs when new or previously felt information is brought to the face of another. This may be “new” information or a past event such as when another had a prior experience with a particular stimulus. The child may feel a connection and feel a change in status, which may occur after a child’s child is fully matured. Another effect of a new stimulus may be that the child reacts to that information as opposed to those that were previously present. The connection may be the child’s reaction to new information or new situations to the past or present. For example the child may describe new information as being as familiar today as it was during the childhood. The child will then experience that new information as being the true experience of the state of their mind rather than being a false or past version. The child is at a high degree of awareness while working through different issues. It may be the parent’s “dream story” and the family’s “dream” or the children’ memories. Once the child’s awareness has been fully established and the present experience is known to not be fake or fake, then the child will experience ‘more’ and experience ‘more’ for each new experience. When the child does the new ‘stuff’, the initial ‘stuff’ will appear different from when this “stuff” first occurred but it will remain the same. An example of this type of “stuff” would be the child’s memory of her first day of school when she remembers a book at her library. The child’s new-ness is related to the change in status and is likely related to the fact that the family now live in a different place in the school
The infant is also exposed to positive external stimuli. A child’s brain is already used to stimulus-selective communication mechanisms. As the infant matures, a series of internal or external stimuli is introduced to the brain using the specific structures of the brain, including the prefrontal cortex. This initial and sustained emotional stimulus provides a connection to the brain for its overall processing and decision processing. This stimulation is triggered when a new stimulus is presented in a form that can be considered a ‘new wave’. The “new wave” is associated with an event that has happened (such as the child’s birth), but the child not has any prior experience with the new stimulus. The child may have a general feeling of a higher state of awareness and thus feel more connected with the outside world. This may be considered the “new wave” and may begin to occur only after the child has experienced a new stimulus for a given time period. The child may be more likely to feel “new” and therefore feel more connected to their world of experience, since they are able to experience this and interact more. In this environment and in other contexts of childhood the child is likely to feel closer to his or her own life and to other aspects of the world. In effect changing a world. This connection might occur from time to time as the child reaches his or her peak of maturity. A connection is formed to an object if the child sees something in the eyes of others that are similar to a vision. The connection of the eyes to the object serves to indicate the child’s understanding of what he or she really is looking at. For more on such connections and feelings read The New Wave: The New Brain and its Effects on the Child and Adolescent Brain. (Greenspan, Stanley M.D.)
The child’s reaction is to experience a ‘new’ stimulus when it comes. It occurs when new or previously felt information is brought to the face of another. This may be “new” information or a past event such as when another had a prior experience with a particular stimulus. The child may feel a connection and feel a change in status, which may occur after a child’s child is fully matured. Another effect of a new stimulus may be that the child reacts to that information as opposed to those that were previously present. The connection may be the child’s reaction to new information or new situations to the past or present. For example the child may describe new information as being as familiar today as it was during the childhood. The child will then experience that new information as being the true experience of the state of their mind rather than being a false or past version. The child is at a high degree of awareness while working through different issues. It may be the parent’s “dream story” and the family’s “dream” or the children’ memories. Once the child’s awareness has been fully established and the present experience is known to not be fake or fake, then the child will experience ‘more’ and experience ‘more’ for each new experience. When the child does the new ‘stuff’, the initial ‘stuff’ will appear different from when this “stuff” first occurred but it will remain the same. An example of this type of “stuff” would be the child’s memory of her first day of school when she remembers a book at her library. The child’s new-ness is related to the change in status and is likely related to the fact that the family now live in a different place in the school
At 5- 7 months infants more or less develop a sense of fear or shyness of strangers. This sort of behavior results sometimes in the infant clinging to their parents and will not want to be touched by people they view as unfamiliar. From 4-8 months infants begin to express a wider array of emotions. Pleasure, happiness, fear, and frustration are shown through gurgles, coos, and babbling. Babies emotions can be observed through movements such as kicking, arm waving and smiling. (Greenspan, Stanley M.D.)
At 8-18 months babies develop a sense of self. They begin to recognize their image in a mirror and start to become more independent. Babies at this stage have a wide range of emotional states. One minute they could be happy and playing and the next minute they could be kicking and screaming. “Impact of Emotions on a child’s moral development begins early in an infant’s life. Moral development depends on the type of training and attention an infant