[Professor Name] [Class and Section Number]

[Professor Name] [Class and Section Number]
Functions of Emotions Class Recommendations: This module can be taught in one 90-minute class, or two-shorted class periods (45 to 60 minutes). Please also refer to the Noba Instructor Manual that compliments this PowerPoint. Overview: This module describes the functions of emotions within three areas: the intrapersonal (within us), the interpersonal (with others), and the social and cultural functions of emotions (within society). The focus is on the importance of emotions and their effect on individuals, behavior, social relationships, and their function within society. Technical Note: These slides may contain simple click animation so that you can focus students’ attention on a particular question, a selection of text, or an image and not have them be distracted by reading ahead. You can either preview the sequence of animation by going through the slides in slideshow view, visiting the animations tab, or reviewing the slide notes. In the notes you will see a cue - (Click) – that corresponds to each animation. You may also find hyperlinks to outside videos at various places in the slides. These hyperlinks are embedded in text and indicated by color and in the notes section. [Professor Name] [Class and Section Number]

Today’s Learning Objectives
Gain an appreciation of the importance of emotion in human life. Understand the functions and meanings of emotion in three areas of life: the intrapersonal, interpersonal, and social–cultural. Give examples of the role and function of emotion in each of the three areas described. This slide presents the learning objectives that are specific to the content from the learning modules. Also, Relevant APA Learning Objectives (Version 2.0) Students will describe key concepts, principles and overarching themes in psychology (1.1). Students will describe applications of psychology (1.3). Students will build and enhance interpersonal relationships (3.2). Students will adopt values that build community at local, national and global levels (3.3). Students will exhibit effective presentation skills for different purposes (4.2). Students will interact effectively with others (4.3). Students will enhance teamwork capacity (5.4)

Identifying Facial Expressions
Happiness Love Sadness Disappointment Anger Relief Fear Desire Surprise Warm-up Activity: Identifying Facial Expressions: To warm the class up, a fun and easy activity is suggested. Student volunteers are given emotions and the class works to identify what emotion is being expressed. Discussion will surround primary emotions and display rules. Time: 10 minutes Materials: Pen and paper for students, flash cards with emotions written on them Directions: Write the following emotions on an index card with the corresponding numbers. 1) Happiness 2) Love 3) Sadness 4) Disappointment 5) Anger 6) Relief 7) Fear 8) Desire 9) Surprise Have 9 students volunteer to act out the emotions while the rest of the class guesses what emotion is being displayed. The actor cannot use words or their body, just their facial expression. Have the class write down their answers on a blank piece of paper, using the numbered 1-9. Discuss the correct answers together. Having the student re-enact the facial expression often gets a few laughs. (Click): To show correct answers For each emotion, how many people interpreted it correctly? Were some emotions easier determine or to act out then others? Were some emotions easier to send or pose than others? The odd-numbered emotions are primary emotions associated with universally recognized facial expressions, whereas the others are idiosyncratic and not universally recognizable. Discussion can focus on universal expressions, cultural display rules and emotional dialect.

Overview Introduction Intrapersonal Functions Interpersonal Functions
Three Functions of Emotions Intrapersonal Functions Prepare the Body for Action Influence Thought Motivate Future Behaviors Interpersonal Functions Facilitate Specific Behaviors in Perceivers Signal the Nature of Interpersonal Relationships Provide Incentives for Desired Social Behavior Social and Cultural Functions Culture, Worldviews, Cultural Display Rules The purpose of this slide is to provide students with an overview of the material that will be covered during the lecture. Introduction Three functions of emotions Intrapersonal Functions Prepare the body of action Influence thought Motivate future behaviors Interpersonal Functions Facilitate specific behaviors in perceivers Signal the nature of interpersonal relationships Provide incentives for desired social behavior Social and Cultural Functions Culture, Worldviews, Cultural display rules

Introduction Why do we have emotions and why are they important? 1 2 3
Intrapersonal: Within us Interpersonal: With others Social & Cultural: Within society 1 2 3 This slide introduces and orients students to the topic of the functions of emotions by introducing them to the three functions specifically. Discussion Question: Why do we have emotions and why are they important? Emotions are a strong and are an important part of our lives. They help to inform us of who we are, help us understand our relationships with other people and they guide our behavior in social interactions. (Click): Three Functions of Emotions: Intrapersonal: refer to the role that emotions play within each of us individually. Interpersonal: refer to the role emotions play between individuals within a group. Social and Cultural: refer to the role that emotions play in the maintenance of social order within a society.

Three Functions of Emotions Intrapersonal Functions Prepare the Body for Action Influence Thought Motivate Future Behaviors Interpersonal Functions Facilitate Specific Behaviors in Perceivers Signal the Nature of Interpersonal Relationships Provide Incentives for Desired Social Behavior Social and Cultural Functions Culture, Worldviews, Cultural Display Rules Transition Slide

Intrapersonal Functions
This slide allows for instruction and discussion on the first intrapersonal function of emotions. (Click): Emotions Prepare the body of action. The emotions we feel, allow us to make quick decisions with minimal thinking. They allow us to move to action without deep processing of situations. The reactions included in emotions are subjective experience, expressive behaviors, physiological reactions, action tendencies, and cognition. (Click): Discussion question for the class: When emotions occur, why do they simultaneously activate certain physiological and psychological systems in the body and deactivate others? From the Functions of Emotions Module: “Emotions simultaneously activate certain systems and deactivate others in order to prevent the chaos of competing systems operating at the same time, allowing for coordinated responses to environmental stimuli (Levenson, 1999). For instance, when we are afraid, our bodies shut down temporarily unneeded digestive processes, resulting in saliva reduction (a dry mouth); blood flows disproportionately to the lower half of the body; the visual field expands; and air is breathed in, all preparing the body to flee. Emotions initiate a system of components that includes subjective experience, expressive behaviors, physiological reactions, action tendencies, and cognition, all for the purposes of specific actions; the term “emotion” is, in reality, a metaphor for these reactions”. Reference: Levenson, R. W. (1999). The intrapersonal functions of emotion. Cognition and Emotion, 13(5), 481–504. Emotions prepare the body for action Why do they simultaneously activate certain systems in the body and deactivate others?

This slide allows for instruction and discussion on the second intrapersonal function of emotions. (Click): Emotions Influence thought: Emotions are the basis for our attitudes, values, and beliefs. They provide meaning to these thoughts. Emotions can also influence our thinking in helpful and unhelpful ways, facilitating or distracting concentration. (Click): Discussion question for the class: Why is it difficult for people to act rationally and think happy thoughts when they are angry? Conversely, why is it difficult to remember sad memories or have sad thoughts when people are happy? From the Functions of Emotions Module: “Emotions are also connected to thoughts and memories. Memories are not just facts that are encoded in our brains; they are colored with the emotions felt at those times the facts occurred (Wang & Ross, 2007). Thus, emotions serve as the neural glue that connects those disparate facts in our minds. That is why it is easier to remember happy thoughts when happy, and angry times when angry”. Reference: Wang, Q., & Ross, M. (2007). Culture and memory. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 645–667). New York, NY: Guilford. Emotions influence thought Why is it difficult for people to act rationally and think happy thoughts when they are angry or have sad thoughts when people are happy?

Emotions motivate behaviors When have you felt negative emotions so powerful that your behavior changed? This slide allows for instruction and discussion on the third intrapersonal function of emotions. (Click): Emotions motivate future behaviors: We strive for good-feeling emotions and avoid negative-feeling emotions. In this way, emotions provide motivation for what we will do in the future. (Click): Discussion question for the class: When have you felt negative emotions so powerful that your behavior changed to avoid feeling them again? Was it in school, a relationship, or another situation? From the Functions of Emotions Module: “… we also work very hard to avoid strong negative feelings; for example, once we have felt the emotion of disgust when drinking the spoiled milk, we generally work very hard to avoid having those feelings again (e.g., checking the expiration date on the label before buying the milk, smelling the milk before drinking it, watching if the milk curdles in one’s coffee before drinking it). Emotions, therefore, not only influence immediate actions but also serve as an important motivational basis for future behaviors”.

Theories of Emotion This slide is an activity to learn about the theories of emotion. Theories of Emotion: Although not in the text of the module, the theories of emotion are interesting and can be covered here with a relatively quick activity. In this activity teams of students are given one of the three theories of emotion: Cannon-Bard, James-Lange, Schachter’s or Two-Factor Theory. The teams need to convey the meaning of the theory to the rest of the class. Time: 20 minutes Materials: Instructional prompt Directions: Divide the class into teams. If you have a small class make three teams. If you have a larger class make 6 or 9 teams. Each team is assigned one of the three theories of emotion Cannon-Bard, James-Lange, Schachter’s or Two-Factor Theory. Give each team the instructional prompt (on a PowerPoint slide or handout): Prompt: You’re driving your car, and out of the corner of your eye you see something fall into the road! Your heart starts racing to and you jump. Your head jerks to the side to determine what the object was. (Click): How does the ________ theory explain how you came to experience fear? 3. Students can look up their theory using textbooks or the internet. After explaining the answer, and writing it down in their teams, the group needs to come up with a way of explaining their assigned theory to the class. They need to act out the scene and physically demonstrate how their theory explains the emotion of fear. 4. Have each team demonstrate their theory. If there is more than one team assigned to each theory, have them compete in rock, paper, scissors to decide who presents. How does the ________ theory explain how you came to experience fear?

Theories of Emotion Cannon-Bard Theory James-Lange Theory
Use this slide as each student team presents. Instructor notes for each theory: (Click): Cannon-Bard Theory: emotions such as fear or happiness occur simultaneously with their physiological components. For example, we feared we were going to run something over which made our heart race. (Click): James-Lange Theory: the subjective experience of fear follows the physiological response. For example, your heart was racing, which made you nervous about the seen object. (Click): Schachter’s Two-Factor Theory: patterns of physical arousal and the cognitive labels we attach to them form the basis of our emotional experiences. For example, my heart reacted when I saw the object fall into the road and I apprised that to be fear. Cannon-Bard Theory James-Lange Theory Schachter’s or Two-Factor Theory

Theories of Emotion Use this slide and the discussion question on it to wrap up the activity. (Click): Which of the three theories of emotion resonates with you? (Click): In other words, if you were the person driving the car, what theory do you think explains your fear? Which of the three theories of emotion resonates with you? In other words, if you were the person driving the car, what theory do you think explains your fear?

Three functions of emotions Intrapersonal Functions Prepare the body of action Influence thought Motivate future behaviors Interpersonal Functions Facilitate specific behaviors in perceivers Signal the nature of interpersonal relationships Provide incentives for desired social behavior Social and Cultural Functions Culture, Worldviews, Cultural display rules Transition Slide

Interpersonal Functions
Emotional expressions Facilitate specific behaviors in perceivers This slide allows for instruction on the first interpersonal function of emotions. (Click): Emotional Expressions Emotions and their expression (verbal and non-verbal) signal the people around us and in doing so influence them and our social interactions. (Click): Facilitate specific behaviors in perceivers: Universal social signals are conveyed through facial expressions of emotions. These signals influence how other people will behave.

Emotional expressions Signal the nature of interpersonal relationships This slide allows for instruction on the second interpersonal function of emotions. (Click): Emotional Expressions (Click): Signal the nature of interpersonal relationships: Facial expressions give insights into relationships that can predict the success for the relationship long-term.

This slide allows for instruction on the third interpersonal function of emotions. (Click): Emotional Expressions (Click): Provide incentives for desired social behavior: Facial expressions are regulators of social interaction. They provide clues for how we want other people to behave. (Click): Social Referencing: Individuals look to others to understand how to react in a given situation (for example, when babies are placed on the visual cliff). Information on the Visual Cliff from the Functions of Emotions Module: “To date, the strongest demonstration of social referencing comes from work on the visual cliff. In the first study to investigate this concept, Campos and colleagues (Sorce, Emde, Campos, & Klinnert, 1985) placed mothers on the far end of the “cliff” from the infant. Mothers first smiled to the infants and placed a toy on top the safety glass to attract them; infants invariably began crawling to their mothers. When the infants were in the center of the table, however, the mother then posed an expression of fear, sadness, anger, interest, or joy. The results were clearly different for the different faces; no infant crossed the table when the mother showed fear; only 6% did when the mother posed anger, 33% crossed when the mother posed sadness, and approximately 75% of the infants crossed when the mother posed joy or interest”. Reference: Sorce, J. F., Emde, R. N., Campos, J. J., & Klinnert, M. D. (1985). Maternal emotional signaling: Its effect on the visual cliff behavior of 1-year-olds.Developmental psychology, 21(1), 195. Emotional expressions Provide incentives for desired social behavior Social Referencing

This slide has students discuss the ideas just presented about interpersonal functions of emotions. Think  Pair  Share Discussion Question (1): (Click): You’re walking down a deserted street when you come across a stranger who looks scared. What would you say? What would you do? Why? Go to the Next Slide  You’re walking down a deserted street when you come across a stranger who looks scared. What would you say? What would you do? Why?

This slide continues the discussion of the ideas just presented about interpersonal functions of emotions. Think  Pair  Share Discussion Question (2): You’re walking down a deserted street when you come across a stranger who looks angry. What would you say? What would you do? Why? Have students think about each question and jot down some ideas on a paper or in their notes. After, have them pair up to share their responses. After they have discussed the questions with one student, have the students discuss the ideas together as a large class. You’re walking down a deserted street when you come across a stranger who looks angry. What would you say? What would you do? Why?

Three Functions of Emotions Intrapersonal Functions Prepare the Body for Action Influence Thought Motivate Future Behaviors Interpersonal Functions Facilitate Specific Behaviors in Perceivers Signal the Nature of Interpersonal Relationships Provide Incentives for Desired Social Behavior Social and Cultural Functions Culture, Worldviews, Cultural Display Rules Transition Slide

Social and Cultural Functions
Culture Worldviews Cultural Display Rules The purpose of this slide is to discuss the social and cultural variations in the functions of emotions Individuals are members of many groups, have numerous social roles, and are expected to behave in a multitude of ways depending on various situations. Culturally moderated emotions help us engage in socially appropriate behaviors, as defined by our cultures, reducing the social complexity of our world and increasing social order. (Click): Culture Culture coordinates and organizes our complex social world. It provides meaning and an information system to people, it’s shared across generations, and it allows people to meet basic needs of survival, pursue happiness, and derive meaning from life. (Click): Worldviews Worldviews include attitudes, values, beliefs, and norms as they are related to emotions. Our cultural background (conveyed through parenting and cultural products) gives us information about what emotions to have, to not have, and when to have them. (Click): Cultural Display Rules Cultural display rules help people manage or modify their emotions. They are learned early in life and specify how to exhibit emotions in particular social circumstances.

In what ways do these messages influence the kinds of emotions that children should and should not feel? This slide will lead a discussion for the class and works to prime them for the activity on the next slide. Discussion Question: Think about the messages children receive from their environment (such as from parents, mass media, the Internet, Hollywood movies, billboards, and storybooks). In what ways do these messages influence the kinds of emotions that children should and should not feel? To help guide this discussion you (the instructor) can ask students how many of them are familiar with the image on the slide (from the “Angry Birds” game). You would ask what facial expression the bird is making and how this is related to the game. Then ask student to think about what this expression and character teaches children in regard to emotional expression and behavior? What message does it send them about behavior (when you are mad, should you destroy things)? Encourage the students to generate a couple different examples. You can probe them by asking what movies or TV shows they have seen, what other games they have played or toys they have seen marketed that might convey information to children about emotional display rules. Image: This image comes from a very popular and addictive video game called “Angry Birds” and is marketed to children and adults alike; it demonstrates the typical emotion/facial expression that this character possesses throughout the game.

In your team, read the book you have been assigned Complete the handout Utilize the web or textbook when needed Participate in the large class discussion This slide is used for the activity: Culturally-based emotions in children’s books Culturally-based emotions in children’s books: For this in-class activity, provide teams of students with a children’s book. Students must analyze the book for culturally relevant information regarding the functions that emotions serve in society. Time: 30 minutes Materials: Children’s books, handout (see Appendix A of the Instructor’s Manual for this Module), Internet access or developmental/cross cultural textbooks Instructions for Students: (Click): In your team, read the book you have been assigned (Click): Complete the handout by analyzing the book for culturally relevant emotion information (Click): Utilize the web or textbook when needed (Click): Participate in the large class discussion Directions for instructors: Break students into teams of 4 to 5 people. Assign each team a children’s book. You can gather the books from the library or a personal collection. I recommend having books that represent children from various cultural backgrounds. I also recommend that the books have some emotional reactions of the main characters (who are humans), which is often typical of children’s stories. The books should be short enough to read within 10 minutes of class time. The team should read their book out loud to each other. The team should complete the handout analyzing the book for culturally relevant emotional information. The team can use the Internet or textbooks to add the cultural information they might need to research (this is optional). The teams can share their responses with the class at large. You can decide how to do this best, based on how much time you have available. One group can present their whole book and handout or each team can report on one question.

CAT: RSQC2 Recall Summarize Question Connect Comment
Make a list of what you learned from the module. Recall Summarize the main points of the module. Summarize Write down what questions remain. Question Connect new knowledge with the objective and information from the rest of class. Connect Write a comment that evaluates and shares feedback about the module. Comment Classroom Assessment Technique (CAT): Recall, Summarize, Question, Connect, and Comment (RSQC2; Angelo & Cross, 1993, p.343) This exercise will help students review what they have learned and integrate new knowledge with preexisting information form the course. Complete this in class by having the students write answers to each of the key words (Recall, Summarize, Question, Connect and Comment). Collect their responses and see what major ideas stood out to the class, what questions they have and gain immediate feedback from the lesson. If you do not conclude with this Classroom Assessment Technique (CAT), it would helpful to use another CAT. It could be in the form of a: Muddy point One-minute paper Background knowledge What’s the Principle? Defining features Matrix: For more information on CATs click here: Reference: Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.

Conclusion This is the concluding slide.
Conclusions: Emotions are strong and are an important part of our lives. They help to inform us of who we are, help us understand our relationships with other people and they guide our behavior in social interactions. Culturally moderated emotions help us engage in socially appropriate behaviors, as defined by our cultures, reducing the social complexity of our world and increasing social order.

Photo Attribution Photo Attribution Slide Slides 1 & 24
Photo Credit: Nicole's Many Emotions Ally Aubry Slide 3 Photo Credit: hermself watching hermself being hermself madamepsychosis Slide 7 Photo Credit: African student running turibamwe Slide 8 Photo Credit: ANGRY-ANN Josh Janssen Slide 9 Photo Credit: Teen Blocking Face Pink Sherbet Photography: D Sharon Pruitt Slide 10 Photo Credit: Ben, Road Warrior Cassidy Curtis Slide 11 Photo Credit: Fear Loving Earth Slide 12 Photo Credit: head east T-Bone Sandwich Slide 14 Photo Credit: Ethiopian Tribes, Suri Dietmar Temps Slide 15 Photo Credit: Couple Mo Riza Slide 16 Photo Credit: Baby Colt 3 Christopher Lance Photo Attribution Slide

Photo Attribution Photo Attribution Slide
Photo Credit: Too Many Elves Mike K Slide 18 Photo Credit: train station / waiting Jörg Mollowitz Slide 20 Photo Credit: Women of the World Angela Sevin Slide 21 Photo Credit: Angry Birds thethreesisters Slide 22 Photo Credit: Education in Turkmenistan Asian Development Bank Slide 23 Photo Credit: Illustrated silhouette of a black cat nehtaeh79 Photo Attribution Slide

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