Course: MDE 154 Psychology

Senior Lecturer: Yelnura [Link]

Lecture 10. Emotions

Unit structure:
1. Understanding of emotions
2. Theories of emotions
3. Emotional intelligence
4. Home assignment
5. References
1. Understanding of emotions
Emotions hugely impact people’s lives—they govern their behavior, give
meaning to their existence, and are at the core of what it is to be considered human.
Yet, in reality, emotions result from physiological responses in the brain triggered by
different stimuli - the psychological significance read into emotions is an entirely
human construct. Emotions evolved to promote human success and survival by
initiating certain behaviors. For example, feelings of affection prompt the desire to find
a mate, reproduce, and live in a group; fear generates a physiological response to avoid
danger (fight-or-flight); reading emotions in others makes social bonding possible.
Emotion is a complex psychological event that involves a mixture of reactions:
• A physiological response (sensation of body reaction);
• An expressive reaction (distinctive facial expression, body posture, or vocalization);
• Some subjective experiences (internal thoughts and feelings).
Emotion typically involves feeling. Feeling is one of the primary forms of
emotional experiencing, which reflects the individual's steady attitude toward specific
objects or processes of the external world.
Emotion differs from feeling in overt or implicit engagement with the world.
One of the differences is emotion (unconscious) is a short-term mental phenomenonа,
and feeling (conscious) is a long-term mental phenomenonа.
Functions of emotions:
• Emotions prepare us for action: when you see a person with a gun coming towards
you, the emotion of fear and the accompanying bodily changes will help you run
away from the situation.
• Emotions help arrange our activities and future behaviour in some order: emotions
help us gather information and increase our chances of making the correct response.
When a person threatens us, we try to avoid meeting that person out of fear. Positive
emotions can act as reinforcement, such as wanting to repeat an action that brought
us praise and joy.
• Emotions help us interact effectively with others: when we show our emotions, other
people watching them may become familiar with our way of behaving and know
how we are likely to act again in the future. Similarly, others' emotional expressions
help us understand how to behave with them.
 Components of emotions:
• Physiological changes: when a person feels a particular emotion, changes occur in
the body, such as an increase in heart rate and blood pressure; pupil size is
increased; sweat takes place; breathing faster; the mouth may become dry.
• Behavioural changes and emotional expression refer to outward and noticeable
signs of a person's feelings. These include facial expressions, bodily postures and
gestures with the hand. And consists of the seven primary emotions in facial
expressions are fear, anger, sadness, surprise, disgust, contempt and joy. These
emotions are easily recognized in people from all over the world.
• Emotional feelings: Emotion also includes personal/individual feelings. We can
label the emotions happy, sad, angry, or disgusted. Labelling of a sense is inheriting
past experiences, and the culture one belongs to it.

Emotion - it reflects the surrounding world. American Psychologist Paul Ekman

proposed seven basic emotions: sadness, joy (happiness), anger, surprise, fear, disgust,
and contempt. The specific significance of the event determines the particular quality
of the emotion.

American Psychologist Paul Ekman

Sadness is an emotional state of unhappiness, ranging in intensity
from mild to extreme and is usually aroused by the loss of
something highly valued. Facial movements: inner corners of
eyebrows raised, eyelids lost, lip corners pulled down.
Sadness is hard to fake, according to researchers. One of the
telltale signs of sadness is the inner brow rise, which very few
people can do on demand.

Joy (happiness) is an emotion of gladness, satisfaction, and well-

being. Facial movements: muscle around the eyes tightened,
"crow's feet" wrinkles around the eyes, cheeks raised, lip corners
raised diagonally.
Researchers believe our smiles might have a more sinister origin
despite the friendly connotation. Many primates show their teeth
to assert their dominance and lock down their status in their social
structure. it is that non-verbal sign that eventually evolved into a
smile.
Anger is an emotion characterized by tension and hostility from
frustration, real or imagined injury by another, or perceived
injustice. Facial movements: eyebrows pulled down, upper
eyelids pulled up, lower eyelids pulled up, margins of lips rolled
in, lips may be tightened.
According to researchers, an angry face works well because each
facial movement makes a person look physically stronger. This
face lets the threat know we mean business. It's one of our most
powerful emotions, showing how expressive the human face can
be. This face serves as a warning, whether to intimidate or show
that a conflict has begun.

Surprise is an emotion typically resulting from violating an

expectation or detecting novelty in the environment. Facial
movements: entire eyebrow pulled up, eyelids pulled up, mouth
hangs open, pupils dilated.
While the surprise expression might only last a second or two, the
facial movements - particularly the raised eyebrows - allow us to
take in our surroundings, shift our attention to another, possibly
threatening event, and react more quickly. The facial reaction is
the same whether it's a good or bad surprise.

Fear is an intense emotion aroused by detecting an imminent

threat, involving an immediate alarm reaction that mobilizes the
organism by triggering a set of physiological changes. These
include rapid heartbeat, redirection of blood flow away from the
periphery toward the gut, tensing of the muscles, and a general
mobilization of the organism to take action (fear response - fight-
or-flight). Facial movements: eyebrows pulled up and together,
upper eyelids pulled up, mouth stretched
Each fear-based facial movement prepares us for a fight-or-flight
response. This facial expression capitalizes on the way our bodies
work. Widening our eyes opens our field of vision, letting in more
light and letting us see the threats around us. The same can be
said for our oxygen pathways. Opening our nostrils increases our
oxygen intake and helps us prepare to flee or fight.

Disgust is a strong aversion, for example, to the taste, smell, or

touch of something deemed revolting or toward a person or
behavior considered to be morally repugnant. Facial movements:
eyebrows pulled down, nose wrinkled, upper lip pulled up, lips
loose.
The face of disgust doesn’t just show our distaste, it also works to
protect us. Wrinkling the nose closes the nasal passage protecting
it from dangerous fumes, and squinting our eyes shields them
from damage.

Contempt is an emotion characterized by negative regard for

anything or anybody considered inferior, vile, or
worthless. Facial movements: eyes neutral with the lip corner
pulled up and back on one side.
Although the emotion of contempt can overlap with anger and
distrust, the facial expression is unique. It is the only expression
that occurs on only one side of the face and can vary in intensity.
At its strongest, one brow may lower while the lower eyelid and
lip corners rise on the same side. At its most covert, the lip corner
might only increase briefly.
 2. Theories of emotion
Our emotional states are physiological arousal, psychological appraisal, and
subjective experiences. Together, these are known as the components of emotion. These
appraisals are informed by our experiences, backgrounds, and cultures. Therefore,
people may have different emotional experiences even when faced with similar
circumstances. Over time, several other theories of emotion explain how the various
components of emotion interact with one another.

The James-Lange theory

The James-Lange theory was developed in the late 1800s by William James and
Carl Lange, who each separately published similar writings about the nature of
emotion. According to James and Lange, emotions are the body’s physical responses to
something in the environment. When you witness something emotional, this leads to
changes in the body. For example, your heart rate or blood pressure might increase, you
might start sweating, or you might begin to breathe more quickly.
The James–Lange theory of emotion asserts that emotions arise from physiological
arousal: in essence, the self-perception of changes in the body produces emotional
experiences. For example, we laugh (a physiological response to a stimulus), and
consequently, we feel happy (an emotion); we cry, and therefore, we feel sad.

For example, fight or flight response when threatened. If you were to encounter
some threat in your environment, for example, a venomous snake in your backyard,
your sympathetic nervous system would initiate significant physiological arousal,
making your heart race and increasing your respiration rate. According to the James-
Lange theory of emotion, you would only experience a feeling of fear after this
physiological arousal had taken place. Furthermore, different arousal patterns would be
associated with different feelings—the sympathetic nervous system. Any time you are
under stress or faced with an emergency, the sympathetic nervous system automatically
mobilizes the body’s resources, preparing you for action. According to American
psychologist Walter Cannon, the sympathetic nervous system was named the “fight-or-
flight” response (emergency). If an ominous-looking stranger started following you
down a dark, deserted street, your sympathetic nervous system would automatically go
to work. Your heart would begin to pound, your pulse rate would increase rapidly, your
breathing would quicken, your digestive system would nearly shut down, and the blood
flow to your skeletal muscles would be enhanced. These reactions would prepare your
bodily resources to handle the emergency.

Cannon-Bard theory
The Cannon-Bard theory of emotion was developed in the 1920s by Walter
Cannon and Philip Bard to respond to the James-Lange theory of emotion. While the
James–Lange theory proposes that emotions arise from physical arousal, the Cannon-
Bard theory argues that physiological arousal and emotional experience occur
simultaneously, yet independently. For example, when you see a venomous snake, you
feel fear simultaneously that your body mounts its fight or flight response. This
emotional reaction would be separate and independent of the physiological arousal,
even though they co-occur.

According to the Cannon-Bard theory, emotional expression results from the

activation of the subcortical centers of the brain. The optic thalamus, in particular, is a
region that contains the neural organizations for different emotional expressions. An
individual’s sensory organs take in an emotional stimulus, and information about that
stimulus is relayed to the cerebral cortex. It is in the cortex where such information is
associated with conditioned processes, which in turn determine the direction of the
response and stimulate the thalamic processes.

The Schachter-Singer two-factor theory of emotion

Like the James–Lange and Cannon-Bard theories, the Schachter–Singer theory
of emotion (also known as the two-factor theory) attempts to explain emotion as it
relates to physiological arousal. According to the Schacter–Singer theory in 1962,
emotion results from the interaction between two factors: physiological arousal and
cognition. More specifically, this theory claims that physiological arousal is cognitively
interpreted within the context of each situation, which ultimately produces the
emotional experience. These cognitive interpretations —how a person labels and
understands what they are experiencing—are formed based on the person’s past
experiences.

In revisiting our example involving the venomous snake in your backyard, the
two-factor theory maintains that the snake elicits sympathetic nervous system
activation, labelled as fear given the context, and our experience is fear.
Contrary to the James–Lange theory, which asserts that emotions arise from
physiological arousal, this theory argues that bodily changes can support conscious
emotional experiences but do not necessarily cause them. Instead, interpreting a
particular emotion depends on the individual’s physiological state and circumstances, a
relationship mediated by cognitive processing.

Lazarus’ cognitive-mediational theory

Lazarus, in 1991 developed the cognitive-mediational theory that asserts our
appraisal of the stimulus determines our emotions. This appraisal mediates between the
stimulus and the emotional response, which is immediate and often unconscious.

Richard S. Lazarus - American psychologist

In contrast to the Schachter–Singer theory of emotions, which views emotion as
an outcome of the interaction between physiological arousal and cognition, Lazarus
argued that the appraisal precedes cognitive labelling, simultaneously stimulating both
the physiological and emotional arousal experience itself.
 3. Emotional intelligence (EI)
Emotional intelligence (EI) - the ability to understand ourselves and others, and
in particular, to be aware of, understand and use information about the emotional states
of ourselves and others with competence. It includes the ability to understand, express
and manage our own emotions, and respond to the emotions of others in ways that are
helpful to ourselves and others.
Historical background of EI
The 1930s - Edward Thorndike described the concept of Social intelligence as the
ability to get along with other people by understanding the internal states, motives and
behaviours of oneself and others.
In the 1940s – David Wechsler developed the concept of non-cognitive
intelligence, stating that it is essential for success in life intelligence is not complete
until we cannot define its non-cognitive aspects. Non-cognitive or "soft skills" are
related to motivation, integrity, and interpersonal interaction. They may also involve
intellect, but more indirectly and less consciously than cognitive skills. Soft skills are
associated with an individual's personality, temperament, and attitudes.
The 1950s – Humanistic Psychologist Abraham Maslow suggested that people can
build emotional strength. Emotional strength is defined as the ability to respond in an
open and vulnerable way in the face of intense emotional experience, feeling one's way
deeper into the emotion, which allows access to implicit functional processes driving
action.
The 1975s - Howard Gardner introduces the concept of Multiple Intelligences in his
book Frames of Mind. Multiple Intelligence suggests human Intelligence can be
differentiated into eight modalities: visual-spatial Intelligence (allows people to
comprehend maps and other types of graphical information), verbal-linguistic
Intelligence (the ability to analyze data and produce work that involves oral and written
language, such as speeches, books, and emails), musical intelligence
intelligence (enables individuals to produce and make meaning of different types of
sound), logical-mathematical Intelligence (the ability to develop equations and proofs,
make calculations, and solve abstract problems), naturalistic Intelligence (the ability to
identify and distinguish among different types of plants, animals, and weather
formations found in the natural world and bodily-kinesthetic), bodily-kinesthetic
Intelligence (entails using one's own body to create products or solve
problems), interpersonal Intelligence (the ability to recognize and understand other
people's moods, desires, motivations, and intentions) and intrapersonal
Intelligence (the ability to identify and assess those same characteristics within
themselves). According to Gardner, Interpersonal and Intrapersonal are as important as
IQ.
The 1985s - Wayne Payne used the term emotional intelligence in his doctoral
dissertation entitled 'A study of emotion: Developing emotional intelligence; self-
integration; relating to fear, pain and desire'.
The 1987s – In an article published in Mensa Magazine, Keith Beasley used the term
"Emotional Quotient" (otherwise known as emotional intelligence or EI). It has been
suggested that this is the first published use of the term, although Reuven Bar-
On claims to have used it in an unpublished version of his graduate thesis.
The 1990s - Psychologists Peter Salovey and John Mayer published their landmark
article 'Emotional Intelligence in the journal 'Imagination, cognition, and personality
and coined the term Emotional Intelligence.
The 1995s - The concept of EI got popularized after the publication of Daniel
Goleman's book - Emotional Intelligence: Why It Can Matter More than IQ.
Various definitions of EI complement each other. In 1990, Salovey and Mayer
defined Emotional Intelligence as a subset of social intelligence involving the ability to
monitor one's and others' feelings and emotions to discriminate among them and to use
this information to guide one's thinking and actions. It was the first definition of EI,
which was then redefined in 1997 and stated EI as "the ability to perceive and
express emotion, assimilate emotion in thought, understand and reason with
emotion and regulate emotion in self and others". A review of the literature suggests
that this definition of EI is accepted and adopted by most scholars and researchers
worldwide.
In 1995 Goleman published his book Emotional Intelligence, Why it matters
more than IQ, and it instantly became a worldwide best seller; he defined EI as an
ability which includes self-control, zeal and persistence and the ability to motivate
oneself, and later he redefined EI as the capacity for recognizing our feelings and those
of others, for motivating ourselves and for managing emotions effectively in ourselves
and others. In his doctoral dissertation, bar-On introduced the term Emotional Quotient
as an analogue to Intelligent Quotient (IQ). He defined emotional intelligence as ―an
array of non-cognitive capabilities, competencies and skills that influence one's
ability to succeed in coping with environmental demands and pressures.
In 1997 the most compendious definition of EI was offered by M. N. Martinez.
He defined EI against most common definitions as non-cognitive skills, which
surround skills that help a person in dealing with daily life.
The most formal definition of EI is the ability to identify and express emotions,
understand emotions, assimilate emotions in thought, and regulate positive and
negative emotions in oneself and others. Talking about competency in the perception of
emotion consists of recognition of emotion-related facial and voice cues of others and
awareness of one's body states relating to emotion. Competency in understanding one's
and other's emotions involves knowing the causes and consequences of different
emotions and being able to differentiate between varying emotions. This
conceptualization suggests that the competencies of perception, understanding,
utilizing and managing emotions effectively in the self and others comprise the core of
emotional intelligence.

Models of EI

Mayer and Salovey Four-Branch Model of EI

The first branch, Perception of Emotion, is the ability to be self-aware of
emotions and to express emotions and emotional needs accurately to others. It also
includes distinguishing between accurate and inaccurate or honest and tricky emotional
expressions.
The second branch, the Use of Emotion to Facilitate Thinking, is the ability to
distinguish among the emotions one feels and identify those influencing their thought
processes by directing attention to important information. Just like Emotional mood
swings change the individual‘s thinking pattern from optimistic to pessimistic,
encouraging consideration of multiple points of view. Emotional states distinctively
encourage problem-solving approaches, such as the happiness state facilitating
inductive reasoning and creativity.
The third branch, Understanding of Emotion, is the ability to understand
complex emotions and identify transitions from one emotion to another, such as the
transition from anger to satisfaction or anger to shame.
Lastly, the fourth branch, Management of Emotion, is the ability to stay open to
both pleasant and unpleasant feelings, reflectively connect or detach from an emotion
depending upon it being judged to be informative or utility and regulate emotions in
both ourselves and in others.
Mayer et al. explain that the four branches function hierarchically, with the
perception of emotions acting as the most basic or bottom branch and emotional
management as the most complex or top branch.
 Goleman’s Competency Model
Goleman developed a performance-based model of EQ to assess employee levels
of emotional intelligence, as well as to identify areas of improvement. The model
consists of five components: self–awareness, self–regulation, motivation, empathy and
social skills.
1. The first component of self-awareness is “having a deep understanding of
one’s emotions, strengths, weaknesses, needs and drives”. People who possess this
quality avoid the extremes of being overly crucial and unrealistically hopeful.
Furthermore, these people know how their feelings affect others and their job
performance.
2. The component of self-regulation. It is an ongoing conversation with people
that frees them from being prisoners of their feelings. People with a high degree of self-
regulation have much more capable of facing the ambiguities of an advancing industry
than those with a low degree of self-regulation. People with a high level of self-
regulation do not make bad decisions through impulsive behaviours. Self-regulation
will help individuals to make thoughtful decisions which stay in control of their
feelings.
3. The component of motivation extends to the deep inner desire to achieve for
the sake of achievement. Motivated individuals want to reach beyond their and
everyone else’s expectations. Motivation makes people restless; therefore, they
continuously explore new horizons to find better ways of doing their jobs. Highly
motivated people remain optimistic even though they have experienced failure or a
setback. A motivated person is committed to succeeding in his/her goals and objectives.
4. The component of empathy is to be considerate and aware of others’ feelings.
Empathic individuals can also effectively retain talent because they can develop a
personal rapport with others.
5. The components of social skills. Social skills are more than just being
friendly. Goleman describes them as “friendliness with a purpose”, meaning everyone
is treated politely and with respect, yet healthy relationships are also used for personal
and organizational benefit.
Goleman argues that individuals who adopt these characteristics have a greater
chance of success than those who do not. However, individuals are not simply born
with these skills, they can be learned. They also work in synergy, and therefore
developing each one of them has exponential returns.
 Goleman’s Emotional intelligence quadrant
In 2000 Goleman developed this model further, focusing on four key categories
and various sub-categories. These categories are self-awareness, social awareness, self-
management and relationship management.

Daniel Goleman’s Emotional Intelligence Quadrant

Recognition/ Awareness

Self -Awareness Social Awareness

Emotional self-awareness Empathy

Accurate self-assessment Organizational Awareness
Self-control Service

Self Others
Self-Management Relationship Management

Emotional Self-Control Influence

Transparency Inspirational Leadership
Adaptability Developing Others
Achievement Change catalyst
Initiative Building bonds
Optimism Conflict Management
Teamwork & Collaboration

Regulation/ Control

1. Self-awareness is the ability to read and understand your emotions and their
impact on others. It can simply be put that self-awareness is a basic understanding of
how we feel and why we feel that way. The more we are aware of our feelings, the
easier they are to manage and dictate how we might respond to others.
Emotional awareness is the result of this sequence:
1. Sense the emotion (feeling)
2. Acknowledge the feeling
3. Identify more facts
4. Accept the feeling
5. Reflect on why the emotion is showing up at that moment. Notice what other
feelings are present or came before it. Ask yourself its purpose, what it is
communicating, demonstrating, or trying to teach you.
6. Act – bring your thoughts and feelings up and take appropriate action, if needed.
7. Reflect on the usefulness of the response and what lesson you would like to take
away.
 12. Self-management, or self-regulation, can be defined as the ability to manage
one’s actions, thoughts, and feelings flexibly to get the desired results. Optimal self-
regulation contributes to a sense of well-being, a sense of self-efficacy or confidence,
and a sense of connectedness to others. The goal is for an automated individual to
take his or her emotional responses as cues for both actions and coping effectively in
relationships. It is essential to understand self-awareness first for this to be possible.
3. Social awareness is the ability to notice the emotions of others accurately and
“read” situations appropriately. It is about sensing what other people are thinking and
feeling to be able to take their perspective using your capacity for empathy. Goleman
explains our ability comes from neurons in an extended circuitry connected to the
amygdala. They read another person’s face, voice, etc., for emotion and help direct
us on how we should speak to them. “Empathy refers to the cognitive and emotional
processes that bind people together in various relationships that permit sharing
experiences and an understanding of others”. Our brains note how the other person
responds, and the amygdala and connected circuits keep us in an interpersonal loop
of emotional connection. To do this, we must have already become aware of the
emotions of others around us and the circumstances that impacted them. Social
awareness is all about noticing the person in the room that is frustrated by the task at
hand and responding in a way that can prevent further negative emotions.
4. Relationship management is the ability to take one’s own emotions, the
emotions of others, and the context to manage social interactions successfully. This
quadrant pulls together the other three dimensions and creates the final product –
relationship management. Often if we have the different three dimensions figured
out, this will flow more naturally. It can be known as “friendliness with a purpose” or
getting desired responses when working with others. It can vary depending on the
situation, and this is why this dimension has 7 competencies (inspirational
leadership, influence, developing others, change catalyst, conflict management,
building bonds, teamwork and collaboration) that fall under it that all have to do with
relationships. Relationship management can be used to influence those around us to
make a good decisions. We can sense others’ reactions to the situation and fine-tune
our response to move the interaction positively. It is critical that this is a genuine
attempt to help everyone reach the best possible outcome and not ever become an act
of manipulation for self-interest. Another example of relationship management is
dealing specifically with conflict of others. Those strong in this area can see that
conflict is forming and take steps to move others away from this in a more positive
interaction. Listening and empathizing are critical skills to deal with these often
difficult conversations. 10% of conflict is due to the difference in opinion, and 90%
is due to the delivery and tone of voice.
 Psychological, behavioral,
and physiological
episodes that create a
state of readiness
Most emotions occur
without our awarenesses
Two features of all
emotions:
Evaluation (core affect) -
evaluate that something is
good/ bad
Activation -generate internal
energy/ effort

Activation-Evaluation Emotional space. In this space, all universal emotional states

are positioned into two dimensions; i.e., activation and evaluation, as illustrated, the
vertical axis shows activation level, the horizontal axis evaluation. Evaluation refers to
an emotional state as to how positive or negative the emotion is, whilst activation
measures its excitation level in the emotion as to how high or low it is.
Research psychologists R. Plutchik and C.M. Whissell in their independent studies
derived the activation and evaluation values for various emotional states. In their study,
they assigned evaluation values to each emotion ranging from negative extreme 1.1 for
guilty to positive extreme 6.6 for delight. Similarly, low activation values around 2.0
are assigned for disinterest and a high activation value of over 6.0 for surprise.

In addition, Plutchik also argued that emotional states form a circular arrangement as
they are not evenly distributed but form a circular pattern on the activation-evaluation
space. He calculated angular measures as to where on the emotion circle, each word
lies. As a result, he proposed an Emotion Wheel. In this wheel, the eight primary
emotion dimensions are placed in eight segments arranged in four pairs of opposites.
Emotion Wheel. Plutchik’s wheel of emotions shows there are primary 8 basic
emotions: joy, trust, fear, surprise, sadness, anticipation, anger, and disgust. Each
primary emotion has a polar opposite.
- Joy is the opposite of sadness. Physiology: Connect vs withdraw

- Fear is the opposite of anger. Physiology: Get small and hide vs get big and loud

- Anticipation is the opposite of surprise. Physiology: Examine closely vs jump back

- Disgust is the opposite of trust. Physiology: Reject vs embrace

The emotions with no color represent an emotion that is a mix of the 2 primary
emotions. For example, anticipation and joy combine to be optimism. Joy and trust
combine to be love. Emotions are often complex, and being able to recognize when a
feeling is actually a combination of two or more distinct feelings is a helpful skill.

In picture the cone’s vertical dimension represents intensity – emotions intensify as

they move from the outside to the center of the wheel, which is also indicated by the
color: The darker the shade, the more intense the emotion. For example, anger at its
least level of intensity is annoyance. At its highest level of intensity, anger becomes
rage. Or, a feeling of boredom can intensify to loathing if left unchecked, which is dark
purple.

This is an important rule about emotions to be aware of in relationships: If left

unchecked, emotions can intensify. Herein lies the wisdom of enhancing your
emotional vocabulary: it’s the bedrock of effectively navigating emotions.

How The Emotion Wheel Works. Plutchik found that emotions are not solitary or
arbitrary. Emotions start with a stimulus and end in a behavior.
Stimulus → perception → feelings → physiological change → impulse → action/
reaction → behavior.

For example, you’re in a work meeting presenting a project you’ve worked on all
month. At the end of your presentation, your boss says, “I was expecting something
more compelling.” Your first response is anger, your pulse quickens, and your face
flushes. Fight or flight kicks in, and you assess how to respond. Your impulse is to lash
out, but you must choose between aggression and avoidance. You can choose
avoidance (self-preservation) and sit down silently or to express the agressiveness.
 Self-assignment work

Task 1. Read the Lecture note 10. Emotions

Task 2. Writing assignment. Answer the following questions:

1. Explain the definition of emotion, functions of emotion and components of
emotions.
2. Describe the basic types of emotions according by P. Ekman.
3. Describe one of the theories of emotion as you agreed. Give one example describing
this theory.
4. Describe the meaning and historical background of Emotional Intelligence.
5. Explain of the EI models.
6. Watch the video ‘Developing Emotional Intelligence’ [Link]
watch?v=n9h8fG1DKhA&ab_channel=MindToolsVideos
a) Describe the skills of emotional intelligence.
b) Does it matter to use EI in your specialty? If yes, give an example.

You can test the own Emotional Intelligence Online - The Global Emotional
Intelligence Test [Link]

Task 3. Make the glossary from the lecture.

References:
1. Mayers, G. D. (2013). Psychology - 10th Edition. Worth Publishers, USA, 908 p.
ISBN-13: 978-1-4292-6178-4, Chapter 12
2. 1. Spielman, Rose M. Psychology (2014). OpenStax resource. First Edition Textbook
by XanEdu Publishing. Chapter 10.4
3. Mayer, J.D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. In
J.R. Sternburg (Ed.), Handbook of Intelligence (pp. 396-420). Cambridge, UK:
Cambridge University Pres
4. Developing Emotional Intelligence’ [Link]
v=n9h8fG1DKhA&ab_channel=MindToolsVideos
5. The Global Emotional Intelligence Test [Link]
[Link]