1. Emotions Cognition drives affect (Lazarus, 1984, 1991)
Affect drives cognition (Zajonc, 1980, 1984)
Distinction between emotions and feelings
Types: ______________ vs. ______________
Appraisal: _____________ vs. ____________
Behavior: _____________ vs. _____________

2. Emotional States (cont.)
Signal the ____________of happenings and thoughts to the self and to one’s concerns
They are _______________ motivators; i.e., (motivate humans to modify their relationship to the present environment)
Serve to distinguish ___________________ from _____________ environmental stimuli and assign rankings to such stimuli

3. Emotional States (cont.)
Emotion-governed thoughts & responses can be _____________________________ at times
“Emotion has the unique capacity to set aside, in a moment, a lifetime of individualized learning, refinement, culture, and style, revealing the common denominator of human response” (Levenson, in Ekman & Davidson, 1994, p. 124)

4. Emotional States (cont.)
Allow for the firing off of instantaneous, tried-and-true responses without the need for ___________________________
Allow for _____________________________ by acting as a latency period between stimulus and response

5. Implications for Teachers
Emotions
______________________________________________________________________

6. Moods
Bower (1981, 1983)
Mood predisposes people to certain types of information
It biases people’s _________________ toward positive- or negative-affect laden information
It biases people’s use of _________________, appraisal, and social perceptions
It increases perceived ____________________ of incoming information

7. Combined Effects (cont.)
Boekaerts (1993)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Distinguishing Emotions & Moods
___________________________________
Seconds or minutes
Hours, days, or weeks
Have a clear moment of onset and dissipate rapidly (acute or phasic)
Change slowly and linger in background (chronic or tonic)

9. Distinguishing Emotions & Moods
________________________________________
Powerful, but burn out quickly
Weak, but are persistently nagging
Specific events localized in time, or the perception thereof; particular
Arise as a consequence of a concatenation of minor incidents, persistent environmental conditions, and/or internal metabolic or cognitive processes; general

10. Distinguishing Emotions & Moods
___________________________________
States of the environment; occurrence signals something is going well/badly in the external situation
States of the self; signal that our personal resources are (in)sufficient for current demands
direct actions
direct thoughts

11. Distinguishing Emotions & Moods
___________________________________
Possess unique facial expressions
Do not possess unique facial expressions
Can be experienced again and again during a relatively short period of time
Last long and change gradually; are not experienced rapid-fire

12. Implications for Teachers
Moods
______________________________________________________________________

13. Attribution Theory Bernard Weiner (UCLA)
Attribution: the search for (and resulting explanation of) a __________________ of a noticed event
Evidence is that individuals do make spontaneous attributional searches

14. Conditions That Foster Attributional Search
___________________________________

15. Locus Stability You perform a task and fail.
What do you _________________?
How do you __________?
Locus
Internal
External
Stable
Stability
Unstable

16. Fundamental Attribution Error
Attributing the actions of others to traits or dispositions, ignoring situational factors
______________________________________________________________________

17. Actor-Observer Perspective
People as actors attribute their own behavior to situational factors, while as observers they attribute other people’s behavior to traits or dispositions
______________________________________________________________________

18. Self-Serving (Hedonic) Bias
Taking responsibility for success and denying responsibility for failure
______________________________________________________________________

19. Self-Centered Bias
Accepting too much responsibility for a jointly-determined outcome
______________________________________________________________________

20. False Consensus Effect
Assuming that your beliefs/attitudes are typical of most people’s beliefs/attitudes
______________________________________________________________________

21. Implications for Teachers
Attributions
______________________________________________________________________