MCAT Lecture 04 - Thought & Emotion

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CHRISTOPHER PRENER, PH.D. THOUGHT & EMOTION MCAT PREP: SOCIOLOGY/PSYCHOLOGY SPRING, 2018 SESSION 03 LECTURE 04

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AGENDA MCAT PREP / SESSION 03 / LECTURE 04 1. Follow-up 2. Cognition & Language 3. Intellectual Functioning 4. Emotion & Stress

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FOLLOW-UP 1

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1. FOLLOW-UP THINGS TO REMEMBER ▸ Slides available here - https://chris-prener.github.io/mcat/ ▸ Contact at [email protected]   ▸ One last reminder - I am not a Psychologist or a Psychiatrist!  ▸ Plan to take a break around 7pm

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COGNITION & LANGUAGE 2

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PERCEPTION Organization and identiﬁcation of sensory inputs.

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COGNITION Higher-level processing of inputs - analysis, generating new ideas, problem solving.

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2. COGNITION AND LANGUAGE INFORMATION-PROCESSING MODELS Input Process Outcome Serial

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2. COGNITION AND LANGUAGE INFORMATION-PROCESSING MODELS Parallel Input Process Outcome Input Process Outcome Input

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2. COGNITION AND LANGUAGE SIR FRANCIS GALTON

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2. COGNITION AND LANGUAGE WHAT IS RESPONSIBLE FOR DIFFERENCE?

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THE SOCIAL DETERMINANTS OF HEALTH Social & Economic Policies Social Institutions Neighborhoods & Communities Living Conditions Social Relationships Individual Risk Factors Genetic Factors Biological Paths Individual Health Outcomes lifecourse

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2. COGNITION AND LANGUAGE ▸ Swiss clinical psychiatrist and professor at the University of Geneva ▸ Leading ﬁgure in the psychology of development JEAN PIAGET

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2. COGNITION AND LANGUAGE PIAGET’S THEORY OF COGNITIVE DEVELOPMENT Input Process Outcome

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2. COGNITION AND LANGUAGE PIAGET’S THEORY OF COGNITIVE DEVELOPMENT Results of experimentation Process with schemas Assimilation Accommodation

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ASSIMILATION When “results” match existing schemas, the inputs are “assimilated” into these existing frames.

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ACCOMMODATION When “results” do not match existing schemas, the inputs are “accommodated” by updating the schemas with new information.

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2. COGNITION AND LANGUAGE PIAGET’S THEORY OF COGNITIVE DEVELOPMENT developmental stage age characteristics Sensorimoter birth-2 years Recognize ability to modify word; object permanence Preoperational 2-7 years Use language, think literally, act egocentrically Concrete operational 7-11 years Development of inductive reasoning (generalizing) Formal operational > 11 years Development of deductive as well as moral reasoning

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2. COGNITION AND LANGUAGE LEVELS OF DEVELOPMENT LEV VYGOTSKY Results of experimentation Process with schemas Assimilation Accommodation Culture

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2. COGNITION AND LANGUAGE LANGUAGE AND THOUGHT Language Thought

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2. COGNITION AND LANGUAGE ▸ B.F. Skinner ▸ Language developed interactively with environment ▸ Reinforcement and punishment from parents in response to words is how language is developed. ▸ Becomes increasingly speciﬁc over time LEARNING THEORY

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2. COGNITION AND LANGUAGE ▸ Noam Chomsky ▸ Argued that all people have an innate ability to development language via a neural cognitive system called the language acquisition device ▸ Based on experience with children in orphanages, where limited opportunities for feedback (i.e. Skinner) existed NATIVIST THEORY

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INTERACTIONIST THEORY Motivation for language acquisition grows out of a desire to communicate and socialize.

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INTELLECTUAL FUNCTIONING 3

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3. INTELLECTUAL FUNCTIONING INTELLIGENCE QUOTIENT (IQ)

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3. INTELLECTUAL FUNCTIONING EUGENICS

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3. INTELLECTUAL FUNCTIONING CARRIE BUCK

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CARRIE BUCK

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IT IS BETTER FOR ALL THE WORLD, IF INSTEAD OF WAITING TO EXECUTE DEGENERATE OFFSPRING FOR CRIME, OR TO LET THEM STARVE FOR THEIR IMBECILITY, SOCIETY CAN PREVENT THOSE WHO ARE MANIFESTLY UNFIT FROM CONTINUING THEIR KIND… THREE GENERATIONS OF IMBECILES ARE ENOUGH Oliver Wendell Holmes Jr.  Writing for the Majority in Buck v. Bell, 1927

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3. INTELLECTUAL FUNCTIONING CARRIE BUCK ONE OF 60,000 AMERICANS WHO WERE STERILIZED FOR MENTAL HEALTH OR CRIMINAL REASONS; BUCK V. BELL HAS NEVER BEEN OVERTURNED

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3. INTELLECTUAL FUNCTIONING “THE BELL CURVE” & THE PIONEER FUND WICKLIFFE DRAPER

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3. INTELLECTUAL FUNCTIONING RACE AND EDUCATIONAL ATTAINMENT

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4. INTELLECTUAL FUNCTIONING ▸ Associated with Charles Spearman ▸ Rooted in belief that all individuals have a set intelligence level that impacts their work across the board ▸ Fluid intelligence - thinking logically without past exposure to ideas / constructs ▸ Crystalized intelligence - thinking logically with past exposure ideas / constructs GENERAL INTELLIGENCE FACTOR

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4. INTELLECTUAL FUNCTIONING GENERAL INTELLIGENCE FACTOR

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4. INTELLECTUAL FUNCTIONING ▸ Associated with Howard Gardner ▸ We have differing intelligences across a number of domains that facilitate problem solving: ▸ Linguistic ▸ Musical ▸ Logical-mathematical ▸ Spatial ▸ Bodily-kinesthetic ▸ Interpersonal ▸ Intrapersonal MULTIPLE INTELLIGENCE

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4. INTELLECTUAL FUNCTIONING ▸ Associated with Robert Sternberg ▸ Intelligence “emerges from a person’s adaptive abilities” ▸ Analytical intelligence - problem solving ▸ Creative intelligence - navigating new situations ▸ Practical intelligence - responding to environmental changes TRIARCHIC THEORY

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3. INTELLECTUAL FUNCTIONING ▸ Perceiving emotions: recognizing both others’ and one’s own emotions ▸ Using emotions: ability to employ emotions ▸ Understanding emotions: The ability to correctly attribute emotions to a particular source ▸ Managing emotions: Regulating emotions appropriately EMOTIONAL INTELLIGENCE

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PROBLEM SOLVING - ALGORITHMS

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4. INTELLECTUAL FUNCTIONING PROBLEM SOLVING - HEURISTICS Mental shortcuts about particular events or problems.

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4. INTELLECTUAL FUNCTIONING PROBLEM SOLVING - INTUITION Using perception or feelings for problem solving rather than logic.

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4. INTELLECTUAL FUNCTIONING PROBLEM SOLVING - BIAS Tendencies to reason in particular ways - sometimes useful, sometimes not.

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4. INTELLECTUAL FUNCTIONING PROBLEM SOLVING - CONFIRMATION BIAS Using new information to support preexisting values, beliefs, or world views.

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4. INTELLECTUAL FUNCTIONING PROBLEM SOLVING - CAUSATION BIAS Assuming casual relationships between two or more observed characteristics.

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4. INTELLECTUAL FUNCTIONING PROBLEM SOLVING - ATTRIBUTION ERROR Assuming that outcomes are due to internal rather than external factors.

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EMOTION & STRESS 4

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4. EMOTION & STRESS MAJOR THEORIES OF EMOTION

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4. EMOTION & STRESS MAJOR THEORIES OF EMOTION

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4. EMOTION & STRESS ▸ Cognitive - there must be some assessment of a particular situation or event ▸ Physiological - we see a response (or arousal) of some type ▸ Behavioral - we make decisions or take actions based on our response MAJOR COMPONENTS

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4. EMOTION & STRESS JAMES-LANGE THEORY OF EMOTION Event Arousal Emotion Interpretation

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4. EMOTION & STRESS CANNON-BARD THEORY OF EMOTION Event Subconscious  Recognition Emotion Arousal

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4. EMOTION & STRESS SCHACHTER-SINGER THEORY OF EMOTION Event Arousal Emotion Cognitive  Appraisal

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4. EMOTION & STRESS UNIVERSAL

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4. EMOTION & STRESS MOTIVATION & ATTITUDES ▸ Drive reduction theory - motivation comes from need to reduce arousal caused by need (hunger, thirst) ▸ Incentive theory - motivation comes from external rewards ▸ Cognitive theory - motivation comes from expectation that action will lead to a favorable outcome (either intrinsic or extrinsic)

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MASLOW’S HIERARCHY OF NEEDS

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4. EMOTION & STRESS ▸ Affective component - person’s feelings or emotions about object of interest ▸ Behavior component - impact of attitudes on behavior ▸ Cognitive component - beliefs or knowledge about object of interest ATTITUDES

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4. EMOTION & STRESS STRESS Event Arousal Release of  Cortisol Release of   Epinephrine Stress

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LOW BIRTH WEIGHT