Wondershare EdrawMind
EdrawMindPsychology - Chapter 3 Emotions, Emotions, Will and Education
MindMap Gallery Psychology - Chapter 3 Emotions, Emotions, Will and Education
- 24
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- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Psychology - Chapter 3 Emotions, Emotions, Will and Education
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
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