CUSTOMIZING
MY EMOTIONAL SPIN CYCLE
INTRODUCTION
OVER VIEW OF PROJECT
EMOTIONS
FEELINGS
THREEFOLD SELF
HIERARCHY OF MOTIVES
REFERENCES
INTRODUCION
Report one is based on customizing my emotional spin
cycle. It will begin with defining
emotions, feelings, threefold self (affective, cognitive, sensor motor), and
hierarchy of motives (emotions, feelings, values). Each term will be backed up by a reference from past generational
curriculum (G14-G1), news media (newspaper and magazines online), and web sites
and articles. The terms will be defined
in my own words and will be cited by references I choose. The emotional spin cycle is a cycle that
everyone encounters everyday.
Functioning through feelings, to thoughts and resulting in actions,
which can be either positive or negative.
Report 2 that will posted up on November 27th, 2001. This report will consist of customizing my
own emotional spin cycle based on data analysis. It will consist of an introduction, data collection and analysis,
discussion, conclusion and references.
Report 2 will be linked to report 1.
OVER VIEW
OF PROJECT
|
Every one
socialized, which means to acquire particular habits. We do this in accordance with cultural
norms. Habits are set in three areas
of human functioning: 1. Habits of feeling (AFFECTIVE DOMAIN OF
BEHAVIOR) 2. Habits of thinking (COGNITIVE DOMAIN OF
BEHAVIOR) 3. Habits of acting (SENSORI-MOTOR DOMAIN OF
BEHAVIOR) Also
everyone has a threefold-self, these three parts function together. Each function can be well-known and cut
off for recognizing and modifying for the self. The
threefold-self is broken into two parts.
One part is “others” and the second part is the “self”. “Others” in the emotional spin cycle are
in the red zone and “self” in the emotional spin cycle are in the blue
zone. The red zone and the blue zone
can be both be negative or positive. Each zone is
described below: Zone
1 (negative red) = Feeling rage-anger (setting 1) coupled with impaired
thinking (2) lead to aggressive behavior (3) Zone
2 (negative blue) = Feeling depression (setting 4) coupled with pessimistic
thinking (5) lead to self-destructive behavior (6). Zone
3 (positive blue) = Feeling self-mastery and self-satisfaction (setting 7)
coupled with optimistic thinking (8) lead to self-enhancing behavior (9). Zone 4 (positive red) = Feeling zeal or compassion
(setting 10) coupled with emotionally intelligent thinking (11) lead to
supportive and constructive behavior (12). This is a picture of the emotional spin cycle below: Citation: “General Instructions for Your Research
Project.” Internet. 27 Sept. 2001. Available: http://www.soc.hawaii.edu/leonj/leonj/leonpsy15/g15reports-instructions.html
|
EMOTIONS
Emotion is a sensation that one feels when they get angry, sad, happy, excited, etc. and is followed by a reaction. According to “The Gale Encyclopedia of Psychology”, a magazine that provides us with e-information solutions for libraries, schools and businesses emotion is defined as, “A reaction, both psychological and physical, subjectively experienced as strong feelings, many of which prepare the body for immediate action”. Emotion is related to the emotional spin-cycle in where emotions is the part where we feel. The feelings we feel strike emotions such as mentioned in my definition angry, sad, happy, excited, etc. The article goes on to explain how some emotions are primary emotions and some are complex. Primary emotions being innate and complex emotions are those that come form social learning. The James-Lange Theory was developed in the 1880’s where the theory was about emotions in modern times. Founded by William James and C.G. Lange, both thought that physiological signs of emotions precede the subjective ones. Later Walter Cannon in 1927 said that emotions do come from the central nervous system. This theory was called, The Cannon-Bard Theory in collaboration with Phillip Bard.
Citation: “The Gale Encyclopedia of Psychology”
Magazine Internet, 2001
http://www.findarticles.com/cf_dls/g2699/0001/2699000113/p1/article.jhtml
|
“In
contrast to moods, which are generally longer-lasting, emotions are
transitory, with relatively well-defined beginnings and endings. They also
have valence, meaning that they are either positive or negative.
Subjectively, emotions are experienced as passive phenomena. Even though it
is possible to exert a measure of control over one's emotions, they are not
initiated-they happen to people. Objectively, emotions involve
internal physiological responses and expressive outward displays that are
both learned and innate. Certain emotions themselves, considered to be
primary emotions-joy, anger, sadness, fear, and love-are thought to be
innate, while complex emotions-such as altruism, shame, guilt, and envy-seem
to arise from social learning.” “The
first influential theory of emotion in modern times-the James-Lange
theory-was formulated independently in the 1880s by both American
psychologist and philosopher William James and Danish physiologist C.G. Lange
(1834-1900). Both scientists arrived at the view that the physiological
manifestations of emotion precede the subjective ones-rather than trembling
because we are afraid, we are afraid because we tremble. Even though the
brain responds to a threatening situation by activating peripheral responses,
we do not consciously experience the emotion until these responses are
activated. Thus, the central nervous system itself does not actually produce
the emotion. Over the following decades, this theory drew widespread response
and criticism.” “An
alternative model of emotional experience was formulated in 1927 by Walter
Cannon (1871-1945), who proposed that emotions do originate in the central
nervous system. Cannon argued that nerve impulses first pass through the
thalamus, from which subjective responses are routed through the cerebral
cortex, directly creating the experience of fear at the same time that
physiological responses are passing through the hypothalamus. The Cannon-Bard
theory, whose name reflects later modifications by Phillip Bard, thus
delineated the psychological and physiological components of emotion as
simultaneous and argued that the experience of emotion comes directly from
the central nervous system. Some more recent theorists have once again moved
closer to the James-Lange model. The 1962 Schachter-Singer theory restores
James's emphasis on the interpretation of physiological responses but adds
another element-a cognitive evaluation of what caused the responses. This
theory thus contradicts James's assertion that emotion is communicated solely
on the basis of physical feedback, asserting that this feedback by itself is
not clear enough to specify a particular emotion. Rather, the brain chooses
one of many possible interpretations and "labels" the feedback
pattern, and it is this labeling that results in the experiencing of a
particular emotion.” “Areas
of the brain that play an important role in the production of emotions
include the reticular formation, the limbic system, and the cerebral cortex.
The reticular formation, within the brain stem, receives and filters sensory
information before passing it on the limbic system and cortex. The limbic
system includes the hypothalamus, which produces most of the peripheral
responses to emotion through its control of the endocrine and autonomic
nervous systems; the amygdala, which is associated with fear and aggressive
behavior; the hippocampus; and parts of the thalamus. The frontal lobes of
the cerebral cortex receive nerve impulses from the thalamus and play an
active role in the experience and expression While the physiological changes
associated with emotions are triggered by the brain, they are carried out by
the endocrine and autonomic nervous systems. In response to fear or anger,
for example, the brain signals the pituitary gland to release a hormone
called ACTH, which in turn causes the adrenal glands to secrete cortisol,
another hormone that triggers what is known as the fight-or-flight response,
a combination of physical changes that prepare the body for action in
dangerous situations. The heart beats faster, respiration is more rapid, the
liver releases glucose into the bloodstream to supply added energy, fuels are
mobilized from the body's stored fat, and the body generally goes into a
state of high arousal. The pupils dilate, perspiration increases while secretion
of saliva and mucous decreases, hairs on the body become erect, causing
"goose pimples," and the digestive system slows down as blood is
diverted to the brain and skeletal muscles. These changes are carried out
with the aid of the sympathetic nervous system, one of two divisions of the
autonomic nervous system. When the crisis is over, the parasympathetic
nervous system, which conserves the body's energy and resources, returns
things to their normal state.” “Ways
of expressing emotion may be either innate or culturally acquired. Certain
facial expressions, such as smiling, have been found to be universal, even
among blind persons, who have no means of imitating them. Other expressions
vary across cultures. For example, the Chinese stick out their tongues to
register surprise, in contrast to Americans and other Westerners, who raise
their eyebrows and widen their eyes. In addition to the ways of communicating
various emotions, people within a culture also learn certain unwritten codes
governing emotional expression itself-what emotions can be openly expressed
and under what circumstances. Cultural forces also influence how people
describe and categorize what they are feeling. An emotion that is commonly
recognized in one society may be subsumed under another emotion in a
different one. Some cultures, for example, do not distinguish between anger
and sadness. Tahitians, who have no word for either sadness or guilt, have 46
words for various types of anger.” “In
daily life, emotional arousal may have beneficial or disruptive effects,
depending on the situation and the intensity of the emotion. Moderate levels
of arousal increase efficiency levels by making people more alert. However,
intense emotions-either positive or negative-interfere with performance because
central nervous system responses are channeled in too many directions at
once. The effects of arousal on performance also depend on the difficulty of
the task at hand; emotions interfere less with simple tasks than with more
complicated ones of emotions.” |
The Schachter-Singer theory in 1962,
continued from the Cannon-Bard theory, but added this element a cognitive
evaluation of what caused the responses.
To find out more information on the cognitive view on emotions I turned to
the “National Institute of Mental Health”, web-site where I found an
interesting study on the revolution of emotions.
Citation: “National Institute of Mental
Health”, “Seeing our Feelings”, January 01, 2001 http://www.nimh.nih.gov/publicat/feel.cfm
|
“In the last few years, there has been a revolution in the study
of emotions. Our emotions—love, fear, anger, desire—give coloration and
meaning to everything in life. Our emotions are indispensable whenever we choose
to pursue one goal and not another. The derangement of emotions is what leads
to the profound pain and much of the disability experienced in mental
illness. The emotions were once thought to reside in the heart, but
scientists know now that they originate in the brain.” New
Imaging Tools
Brain Pathways
“Fear is the emotion that has
been most successfully studied. Fear is required for our survival, but when
it is not regulated, it becomes responsible for anxiety disorders and some of the
symptoms of depression. We have learned that fear
depends on very specific circuits in the brain. In fact, the way that the
brain processes emotion is no different from the way it processes vision or
voluntary movements, which also rely on their own specific circuitry.” “The emotion of fear relies
on pathways that involve a structure deep in our brains called the amygdala.
The details of this circuitry have been worked out in rat models; however, a
series of studies that began in 1996 and have become increasingly
sophisticated have demonstrated that showing a fearful face to a normal
subject while scanning his/her brain permits us to see activation of the
amygdala and associated brain pathways. 1,2,3,4 Subsequent experiments have
shown that if humans learn a connection between a neutral signal and
something noxious, like a loud buzzing sound, we actually can observe the
brain in the act of storing information about the signal that predicts
danger.5,6,7 We can see that the brain
processes information about threat and fear even when the person is not
concentrating on it and may not even consciously remember seeing the danger
signal.” “Although this research is
still in its early phase, success to date in delineating specific fear
pathways has encouraged the investigations of emotional pathways in mental
illness. We are finding out, for example, whether phobias hitchhike on the
same pathways used by normal fear. Soon we will have information about other
emotions and conditions such as depression. Over time, these tools will be
used to study the effects of medications and psychological therapies on
mental illness.” |
||||
This site above shows the different
structures in the brain that participate in causing our emotions. Studying the brain pathways have given way
in involving sensory procedures such as vision, and some cognitive
procedures. Fear, an emotion can lead
us to depression and anxiety attacks.
The emotion fear relies on a particular structure in the brain, the
amygdala. The amygdala is two small
almond shaped structures located in our brains. Here is a web-site I found on the amygdala and a few pictures on
where it is located in our brains.
Citation: “Introduction to the Amygdala”, Dr. Keele
April 1997 http://marlin.utmb.edu/~nkeele/intro.html
|
“The amygdala, named for its
anatomical resemblance to the almond, is a major component of the limbic
system located in the temporal lobe. As part of the limbic system, the
amygdaloid complex the has been implicated in many brain functions (Aggleton
1992) including emotion (LeDoux 1992; LeDoux 1993; LeDoux 1994; Gallagher and
Chiba 1996), learning and memory (Davis 1992; Gallagher and Holland 1994),
and epilepsy (Cain 1992; Gloor 1992). The participation of the amygdala in
these functions has been conjectured for many years, but only recently have
the fine details of amygdaloid structure and function come to light. The
significance of the amygdala has been greatly underestimated, emphasizing the
need to understand its vital roles in contributing to human nature and
disease.”
|
FEELINGS
Feelings are actions that are acted
upon our emotions. It is cycles that we
experience everyday whether it is good or bad, just like emotions that it is
why they are tied together, but are not the same thing. We become aware of our feelings and emotions
everyday, more so now since taking this course. Feelings are tied into the emotional spin cycle where we feel
upon our emotions. Also feelings can
also be negative or positive feelings for others or our selves on the emotional
spin cycle. Below are a few past
generation forums that speak about how they started to be aware of their
emotions more so from taking this advanced Psychology course.
Citation: Forum Generations 14,13 and 9 http://www.soc.hawaii.edu/leonj/updates/aihara/forumfiles
|
Supreme-Finess 01/30/01 3:42 PM Self-witnessing report #1 “Just the other day I had an episode of
rage that I would like to comment on. In order for you to understand my
perspective, let me provide you with a little background information. On the
27th of this month was my girlfriend's birthday, which fell on a Saturday. I
had gotten paid a day earlier which was a Friday and I needed to cash my
paycheck and come into work by 5 o'clock so I was very pressed for time. I
had to cash my check and fly over to the florist and have roses delivered to
her and I needed this done before my shift. As I made my way to the bank an
SUV driven by a male was in front of me. We were both in a residential
district so the speed limit was somewhere between 20 and 25mph. This guy was
going like 10-12 mph. I immediately became frustrated. And if there is one
thing I learned in this course so far was that frustration is also considered
rage. Nevertheless I became very upset because I was not going to make it
in time before the bank closed and I really wanted to get those flowers to my
girlfriend. So what I did was speed up and pass the person. I was
frustrated and i took action. Here's where I learned a valuable lesson. I
should have controlled my frustration better because in the end I still was
late to get to the bank and was unable to get the flowers in time for her
birthday anyways.” (16)From
leon@hawaii.edu Wed Jul 8 16:27:09 1998 Hi cyber-Class G9! “I read all your answers with
interest--everyone seems to have pet peeves about other drivers, that is, things
they do that annoy us and make our life behind the wheel a miserable one, or
at least, an unpleasant and stressful one.” “Now I'd like your reactions
to my idea as DrDriving that each of us have a driving conscience (our own
DrDriving so to speak) who tells us what's the best way to drive and deal
with other drivers. DrDriving defines EMOTIONAL INTELLIGENCE AS A
DRIVER as the ability to think of alternative reasons that another driver
does something.” “For instance, a driver is
very close behind you and you're worried about it. A normal thing to do say
is that stupid driver is tailgating me or wants me to go faster or is not
happy about how I drive, etc. These negative thoughts are unpleasant and
increase your driving stress.” “So now you can train
yourself to say other things that are more pleasant or are less annoying: The driver is distracted and is not
aware how closely they are following me. Or if someone comes into your lane
suddenly, instead of thinking The Idiot has Cut Me Off, (which is annoying
and upsetting), you can say, That driver is distracted or That driver must be
in a great hurry or That Driver might need More Training , etc (which is less
annoying).” “So now your MISSION
IMPOSSIBLE in this discussion is to think back on your pet peeves (the things
that annoy you other drivers do) and give us an analysis (pick your two major
pet peeves)”: a)what
"false" assumptions are you making when you feel annoyed b)what
alternative assumptions can you think of for that kind of behavior ShaunnaM 01/26/00 12:07 PM “It's
true that most people only focus on the bad and never the good, I noticed it
in myself after I read the posting , I didn't really even pay
attention to any other drivers AT ALL unless they did something wrong or were
driving wrecklessly. But even though we notice other bad drivers, what
can we do about it? - Nothing. The only thing that we can do is be aware to
stay away from them, let them drive wrecklessly and ruin their own car, but
when people try to but in and intervene, that's when accidents are caused, or
even acts of road rage. I have seen it before, on the highway, other drivers
try to stop speeding cars weaving in and out by blocking or slowing down,
only to become the victims of a crash. It's better to stay out of the way.” |
The first forum discussed how the
student wanted to comment on her rage that she experienced. The student has already beginning to be
aware of their emotions. The student
was also aware that frustration was a form of rage from taking this
course. Being he/she was frustrated
he/she acted upon that feeling. The second forum is written by Dr.
James. One part of the forum defines,
“Emotional Intelligence as a Driver, as the ability to think of alternative
reasons when another driver does something”(G9). Thinking of alternative good reasons rather then the bad when a
driver does something, strikes your emotional button. This is when you become aware and can also control your
feelings. By becoming aware Dr. James
says, “So now you can train yourself to say other things that are more pleasant
and are less annoying”(G9). The
questions that he states at the bottom of his forum are good questions I think
to ask yourself and answer it is to become more aware of how you feel; not
particuraly when you are driving, but in any given situation: a. What “false” assumption are you making when
you feel annoyed and b. What
alternative assumptions can you think of for that kind of behavior. The last forum goes into how people usually
write about the bad and not the good.
She goes on to write that she noticed how others would express their
rage while driving. Which lead me to
question where are all the forums on the good, instead of the bad and here are
a few I found in past forum discussions.
Citation: Forum
Generations 14 http://www.soc.hawaii.edu/leonj/updates/aihara/forumfiles
|
ddestrad 04/06/01 3:24 PM No
Rage! “I have nothing better to talk about than the fact that i have
absolutely no rage at this moment! So sorry if this isn't exciting enough for
yous!! I could be stressing over all of my homework that is due or papers
to be written or my endless search for a job but i don't really give a shit,
I'm not letting anything bother me, life is good!! Well i hope that all
of you have a really nice weekend and maybe we'll see each other on Monday,
or maybe we won't, unless TA Daniel plans on holding class...(just kidding),
maybe i'll go finish up my rough draft due monday for project 2....maybe....
see ya later!!” BC3
04/13/01 10:39 PM Cell Phones “I am a bad person. I tend to answer phones while driving my car
even though I hate it when others do the exact same thing. I guess it kind of
stems from the fact that I don't want to miss a call, because it might be
important. (my cell phone doubles as a buisness phone.) Is buisness that
important? I think it all goes back to this whole rush thing. I think I
feel that I can be more efficient if I settle matters before getting to work
or whereever I am going. In any case this must stop because people are
already recognizing that this behavior is dangerous. I think from now on I'll
through the phone in the trunk.” AnimalLover 04/22/01 8:54 PM Less Rage “ My mother likes to make me drive
home from my grandmothers house because she likes to sleep in the backseat
and my stepfather shouldn't drive because he spends the night drinking with
my cousins so I'm the only one left. I used to get really irritated at my
mother because she is supposed to be in the backseat sleeping but I still
hear her yelling things at me like "Watch the road!" when I'm
talking story to my stepfather and "Red light!" when I see it way
in advance. Now I just laugh when she does that because it will just be a
lose-lose battle and I acknowledge her comment with an "I know" or
"Please" and my stepfather just laughs and says "Don't worry,
she still says the same thing to me and I've been driving since I was
twelve", which helps me not to take it so personally.” leis 04/22/01 10:16 PM Rage Stteled Down “Finally strike was over. Now I
feel much better than past a couple weeks. As strike seemed to continue for a long time, I was not able to
plan any schedule even after this semester. So my irritating-feeling was
almost extreme. Once strike was settled down, although I have a tight
schedule to finish up this semester like most of you and, I feel much better,
even refreshed. I want to enjoy the short rest of school life.” |
All forums cited above show how we
experience not just the bad feelings, but the good as well. In the first forum instead of feeling frustrated
and being stressed over homework this student decided that feeling that way was
just not worth it. The second forum a
bad to good transition where taking a bad situation where bad feelings and
aggressive actions could have come into play and turned it into a good
thing. Where he became aware of how
dangerous it is to talk on a cell phone while driving. The next forum again transitions bad
feelings into good feelings. Where she
no longer worried about how her mother tells her how to drive, but just shakes
it off by laughing. And the final forum
explains how even though her schedule is tight and hectick she is going to stop
and smell the roses. Taking one day at
a time and loving every second of it.
Taking a look at the Daily Emotional
Spin Cycle, feelings consist of anger or rage (zone 1 others), depression and
dissatisfaction (zone 2 self) on the red
zones; zeal and compassion (zone
4 others), and mastery and satisfaction (zone 3 self) in the blue zones.
THREEFOLD SELF
The threefold self is made up of three components, the affective (feelings and emotions), the cognitive (interpretations and decisions), and sensorimotor (sensations, perceptions and verbalizations). Dr. Leon James, author of Data on the Private World of the Driver in Traffic: Affective, Cognitive and Sensorimotor, writes “All skills at any level of expertise contain affective, cognitive and sensorimotor features.” He is describing that all three branches are intertwined. In his study of drivers, he looks at these three domains and shows how all three levels interact.
Citation: “Data on the Private World of the
Driver in Traffic: Affective, Cognitive and Sensorimotor.” Internet.
October 9, 2001. http://www.soc.hawaii.edu/leonj/leonj/leonpsy/instructor/driving1.html
THE DRIVER'S THREEFOLD SELF
“In its modern version, behaviorism is committed to a unified
theory that tries to deal with external and internal aspects of the self
(Staats, 1981; Mischel, 1973). For instance, the concept of personality is
defined in terms of built-up repertoires of basic habits. These are actually
skills and errors that can be modified through further learning. This
acquisition process is going on in three distinct domains of the person:
affective, cognitive, and sensorimotor (or perceptual-motor). Figure 1 depicts the
inter-relationship between these three aspects of driver behavior as a nested
structure. All skills at any level of expertise contain affective, cognitive,
and sensorimotor features. An illustration is presented in Table 1 based on self-witnessing
reports by drivers. Though the recording of the report is necessarily
sequential in that the driver focuses separately on each domain, in actuality
the model assumes that all three are going on simultaneously.” The Driver's Affective Self
The Driver's Cognitive Self
The Driver's Sensorimotor Self
|
The affective refers
to how you are aware of what your physical actions or verbal actions are. Cognitive is being aware of other people’s
physical and verbal actions. And sensorimotor
is being aware of your sensations. All
three aspects in the threefold self that are cited above are related to driving
episodes. They can happen so quickly
that you don’t even realize it even happened.
By becoming aware of these aspects we can better ourselves as drivers as
written by Dr. James in, “Affective, Cognitive, and Sensorimotor Aspects of
Traffic Psychology”.
Citation: “Affective, Cognitive, and Sensorimotor
Aspects of Traffic Psychology.” Internet. 8 Oct. 2001. Available:
http://www.soc.hawaii.edu/leonj/leonj/459f96/rmitsui/reports/report3.html
|
“One principle in Traffic
Psychology is that driving behavior includes the affective domain (feelings
and motives), the cognitive domain (thoughts and judgments), and the
sensorimotor domain (sensory input and motor output). These three aspects,
occur so quickly that it often seems like a reaction. But since they all
affect each other, if we can recognize them, we can control our actions
behind the wheel. Which makes us all better drivers. All three are present in
any single traffic behavior.” |
The threefold self can be imbedded into any given situation. Here is an example from the Internet that includes the threefold self (affective, cognitive, sensorimotor). We can become aware of any situation and become better people in general.
This particular article is focused on how students really don’t know how to use the library affectively and how the three aspects (affective, cognitive, sensorimotor) are intertwined within it.
Citation:
“Microdescriptions of Library Research: A Longitudinal Study of the
Affective, Cognitive
and Psychomotor Behavior of Users” Diane Nahl and Dr. Leon James,
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/instructor/nsf.html
|
“These three domains of library
user behavior are comprehensive, |
The article above suggests that students do not know all what needs to be known of libraries. The motivational acts are the affective where students are to get motivated in order for them to use what the library offers. Either by having students talk to other students about using the library or saying to oneself that by using the library I will get the knowledgeable information that I need for my report and I might even get a good grade on it. The cognitive is the consequences of prior inner acts, your mental acts. For example one may be thinking that, “why should I go to the library I don’t know what to do there anyway” this can cause the person or student to not go to the library or even start perceiving that they are stupid. Sensorimotor, is the actual knowing and understanding or functions within the library. Knowing how to use the card catalog or searching through the newspaper articles on slides is the ability to use your motor skills. To actively use your motor skills one needs to be motivated to get there and think positive thoughts while doing a particular task.
This table explains how you change your affective, cognitive and sensorimotor from bad to good, pertaining to driving. The good is labeled as skills and the bad is labeled as errors.
Citation: “Microdescriptions of Library Research: A Longitudinal
Study of the Affective, Cognitive
and Psychomotor Behavior of Users” Diane Nahl and Dr. Leon James,
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/instructor/nsf.html
|
Table 1 |
||
|
SKILLS |
||
|
AFFECTIVE |
COGNITIVE |
SENSORIMOTOR |
|
I've got to
be careful here. Don't want to cut anybody off. |
This person
looks like he's in a hurry to get in. I better let him in. |
(Gesticulating
and smiling:)Go ahead. You go first. |
|
ERRORS |
||
|
AFFECTIVE |
COGNITIVE |
SENSORIMOTOR |
|
I wish I coul
give that guy a piece of my mind. |
I don't think
people like that should be allowed on the road. |
(Yelling:)
"You stupid idiot, why don't you watch where you're going!" |
HIERACHY
OF MOTIVES
As the threefold-self functions through affective, cognitive, and sensorimotor behavior, the hierarchy of motives circles around emotions, feelings, and values and without motives, the three-fold self would not be operational. How do we achieve these motives? What is the reason for our emotions, feelings and values? This table below shows why people do what they do…
Citation: “Motivations Why do
People”? By: Søren Askegaard, 02-03-99
http://www.busieco.ou.dk/undervis/sba/show4/sld001.htm
First lets examine emotions in feelings. Emotions defined earlier are sensations that one feels when they are angry, sad, happy, excited, etc. But what motivates are emotions to occur? According to Patricia S. Greenspan a professor at the University of Maryland in the Philosophy Department quotes below:
Ciatation: Emotions and Reasons: An Inquiry into
Emotional Justification, By: Patricia S. Greenspan, 1988
http://www.inform.umd.edu/EdRes/Colleges/ARHU/Depts/Philosophy/Faculty/PGreenspan/Res/erabs.html
Patricia
S. Greenspan, Emotions and Reasons: An Inquiry into Emotional
Justification (New York: Routledge, Chapman and Hall, 1988)
Abstract
“Philosophers
have traditionally tried to understand the emotions and their bearing on
rationality and moral motivation by assimilating emotion to other categories
such as sensation, judgment, and desire. In recent years, moving away from
the Cartesian identification of emotions with particular sensations, many
philosophers have embraced "judgmentalism," the view that emotions
are essentially evaluative judgments or beliefs, with only an accidental
connection to the feelings and impulses we intuitively take as
"emotional." Anger, for instance, either is or entails the belief
that one has been wronged and that the source of injury or offense deserves
punishment.” |
This different view looks not at what motivates emotions, but emotions motivate behavior. This is written by Geoffrey Potts a Cognitive Psychologist with a Ph.D from the Department of Psychology and the Institute of Coginitive and Decision Sciences at the University of Oregon, in Eugene, Oregon.
Citation: Rice Information
Technology, By: Geoffrey Potts, Spring 2001
http://www.ruf.rice.edu/~gpotts/emotion/content.html
|
Course content for Emotion and
Motivation “This course could simply be called simply
"Emotion"; we won't be covering what would traditionally be called
"motivation". We'll spend little time, if any, looking at the
primitive precursors of emotion, primitive motivations like the "four
Fs" (Feeding, Fighting, Fleeing, and Mating). On the other hand, it's
not unreasonable to think that emotion is what motivates behavior or is, at
least in part, the subjective experience of motivational systems at work. Why
do we select certain things to perceive and not others? Why do we attend to
some things and not others? Perhaps motivational systems, experienced as
emotions, direct our "cold" cognitive systems. If you'd like an
example, in the middle of the next lecture or professional talk you attend
try standing up and singing some Gilbert
& Sullivan. Bet you can't do it. Now sure you can come
up with lots of logical, emotionless reasons not to disrupt a talk but the
bottom line is that it would feel embarrassing -- emotion is
regulating your behavior.” |
This next citation is an example of a community manner that lead to motivate emotions in the state of Colorado.
Citation: Rocky Mountain News, October 27, 2000 By: Karen Abbott
http://www.denver-rmn.com/election/1027adwa3.shtml
|
Growth-control
ads tap
into emotions Amendment
24 motivates supporters, detractors to evoke state's beauty By
Karen Abbott “Purple
mountains. Leafy trees”. “Both
sides of the growth debate agree that Colorado's beauty is what unites us.
But the state's loveliness is depicted in two different ways — each aimed at
evoking voters' emotions — in television commercials urging citizens to enact
or reject growth-control Amendment 24.” “Backers
of the proposed amendment to the state constitution, which is designed to
control growth, are running a TV spot that shows smog-shrouded mountains,
barely visible behind a sprawl of ticky-tacky houses. In the foreground, an
earth-moving machine spews black smoke and tears at the ground. Angry horns
sound in traffic jams.” |
Feelings as I defined earlier in my own words are actions that are acted upon our
emotions. It is cycles that we
experience everyday whether it is good or bad.
What motivates are feelings?
Mary Alice Gunter the author of
“Exploration of Feelings Models from Instruction: A Models Approach”
displayed by Bill Kimball from the University of Vermont lists seven steps to
the exploration of feelings.
Citation:
“Exploration of Feelings Models from Instruction: A Models Approach”, By: Mary Alice Gunter pg. 287
http://www.uvm.edu/~wkimball/edsc216/gunter1.html
Exploration of Feelings
|
Values are things that are of importance to use. It is what we believe in and values are usually something we learn from growing within in our family household. Below is a table of Maslow’s Hierarachy of Needs.
Citation: “Motivations Why do People”? By:
Søren Askegaard, 02-03-99
http://www.busieco.ou.dk/undervis/sba/show4/sld004.htm
At Fortsview High School, in North Carolina I found an article written by Harris Shovelin that is based on how teenagers are lacking in the values area. A recent survey has found that teens that are not exposed to these values usually are those that are mixed up with drugs, have no respect for others, etc. Below is citation of the article and included within are a few high school students views.
Citation: Fortsview High School, North Carolina,
By: Harris Shovelin, December 11, 2000
http://www.gojagwire.com/News/JagRag/vol3no2/teenslackingvalues.htm
|
Teens lacking in values? By Harris
Shovelin “From drugs and violence to
outright displays of total disrespect, the current generation of teenagers is
building a rather distasteful reputation for themselves in comparison to
their predecessors. Their often criticized lack of morals leaves many adults
and even teens themselves wondering what exactly has gone wrong.” "People just don’t care
anymore. They just do what they want to do, no matter what it does to them or
who they care about," said junior Heidi Morgan. “Others choose to lay the
blame elsewhere”. "Lack of support for
schools and their programs definitely plays a role in teens’ lack of
morals," said senior Eric Neely. “Regardless of who or what is
responsible, current teens—dubbed "Generation Y" because of their
resemblance to Generation X—are involved in various crimes at alarming rates.
In a national survey of 8,600 teens, nearly three fourths of those polled
said they have at least experimented with alcohol or drugs, with a
significant portion admitting to drinking regularly.” |
This last article is from the National Review Online. The article is aimed at this point, “Whatever the motives of the individual terrorist is not a random act.” Which means they did not just do what they did on September 11, 2001 for no reason there is a motive behind it all. I choose this particular article because it touches on motives and it is something recent that we all can relate to.
Citation: National Review Online
http://www.nationalreview.com/comment/comment-mannes081501.shtml
|
Acts of War By Aaron Mannes, Washington-based
writer & Middle East analyst |
||
|
|
||
“ “Terrorism is a cynical, calculated strategy
that aims at undermining a society's will to defend itself by creating chaos
and engendering a feeling of helplessness. It is the ultimate expression of
the ends justifying the means. One of terrorism's immediate goals is to goad
the recipient into retaliating. Israeli retaliations further radicalize the
Palestinian population, eliminating moderate voices and allowing the Intifada
to continue. At the same time, the failure of Israeli measures to stop
terrorism pushes Israelis towards despair.” “Terrorism is not confined to Islamic Jihad and Hamas. While presenting itself as the alternative to Muslim fundamentalism, the PLO failed to shut down Islamic Jihad and Hamas. With tens of thousands of men in the Palestinian security services, this failure was not due to lack of means, it |
ith the
June 1 suicide bombing in Tel-Aviv, and the recent bombings in Jerusalem and Haifa,
all of Israel's major populations centers have been subject to terrorist
attacks. These acts are portrayed as springing from the rage of the
Palestinian people. But, whatever the motives of the individual terrorist,
terrorism is not a random act. Hamas, Islamic Jihad, and the PLO are
sophisticated organizations with well-defined ideologies and goals.”