INTRODUCTION TO PSYCHOLOGY • It means that intelligence has two components:
general intelligence ("g") and specific ability
CHAPTER 6: INTELLIGENCE, THINKING AND PROBLEM
SOLVING
Definition of Intelligence
An analysis of the definition’s points to some aspects of
commonality, namely,
1.that intelligence is an ability or capacity to do
something.
• Intelligence as an ability or capacity implies that
it is an innate rather than an acquired capacity.
• It is not what is learned that is termed
intelligence, but the ability of the individual to
learn.
2.The task must have some degree of difficulty or
complexity.
• Degree of complexity
3.The task must be done efficiently.
• They solve their problems with facility, speed,
and adequacy.
• Speed is an important element in intelligent
behavior.
Intelligence, then, may be defined as the ability to do
something with facility, speed, and adequacy. In short,
intelligence is the ability or capacity to perform tasks
excellently.
THEORIES OF INTELLIGENCE
Spearman's Two-Factor Theory
Charles Spearman, the originator of factor analysis.
• Factor analysis is a mathematical technique
used to determine the minimum number of
dimensions or factors that account for the
observed relationships (correlations) among the
subject responses over many different tests.
• He posed that all individuals possess a general
intelligence factor called g in varying amounts.
• The General intelligence or g factor is the major
determinant of performance on intelligence
test items. Special factors, each called S, are
specific to abilities or tests.
("s").
Thurstone’s Seven Primary Mental Abilities
-Louis Leon Thurstone
• Intelligence is made up of multiple factors that
he calls, primary mental abilities. In other
words, there are several groups of mental
abilities, each of which has its own primary
factor, giving the group a functional unity and
cohesiveness. Each of these primary factors is
said to be relatively independent of the others.
1. Perceptual speed, the readiness to attend accurately
to small details in perception
2. Spatial Visualization, the ability to organize and
manipulate spatial patterns
3. Reasoning. The ability to understand symbolic
relationships
4. Memory, the ability to recall previously experienced
or learned materials
5. Numerical Ability, the facility of working with
numbers as in simple arithmetic
6. Verbal Comprehension, the facility with which one
can understand words in communication
Guilford’s Theory of Multiple Abilities
Joy Paul Guilford
• According to him, intelligence consists of
numerous intellectual abilities.
• Guilford proposed a three-dimensional
structure of intellect model. According to
Guilford every intellectual task can be classified
according to its
(1) content,
(2) the mental operation involved and
(3) the product resulting from the operation.
Vernon’s Hierarchy of Human Abilities
-Philip E. Vernon
• The key that underlies Vernon’s hierarchical
model is precise that it starts from the premise
 that intelligence is not a single quality, but a
range of capabilities within each subject, each
one destined to a series of tasks, but not all
with the same importance.
• It is precisely that hierarchy, the element that
distinguishes this theory.
1.The highest level: ‘‘g’’ (general intelligence) factor
with the largest source of variance between individuals.
2.The next level: major group factors such as verbal-
numerical-educational (v.ed) and practical ability.
3.The next level: minor group factors are divided from
major group factors.
4.The bottom level: ‘‘s’’(specific) factor.
Gardner’s Neuropsychological Theory of Intelligence
- Howard Gardner
• Gardner theorizes that damage in the brain can
impair specific types of abilities.
Gardner concludes that intelligence falls into 6
Categories:
1.Linguistic
• The ability to think in words and use language
to express meaning.
2.Numerical
• The key ability wherever one needs to solve
numerical problems on a regular basis and
make decisions based on numerical
information.
3.Logical Mathematical
• Ability to think conceptually and abstractly, and
capacity to discern logical.
4.Spatial
• The ability to think three-dimensionally.
5.Bodily Kinesthetic
• The ability to manipulate objects and be
physically adept.
6.Personal
Intrapersonal Intelligence - Capacity to be self-aware
and in tune with inner feelings, values, beliefs and
thinking processes
Interpersonal Intelligence - Capacity to detect and
respond appropriately to the moods, motivations and
desires of others.
Cattell's Theory of Intelligence
-Raymond B. Cattell
• In this Theory, he suggested that intelligence is
composed of different abilities that interact and
work together to produce overall individual
intelligence.
There are two kinds of intelligence: fluid and
crystallized.
Fluid Intelligence - ability to deal with new problems
and encounters
Crystallized Intelligence – store of information, skills,
and strategies that people have acquired through their
use of fluid intelligence.
Sternberg's Triarchic Theory of Intelligence
Robert Sternberg
There are three major aspects of intelligence:
1.Componential – consists of mental mechanisms that
people use to plan and execute tasks.
There is a subtheory is comprised of three kinds of
mental processes or components:
● Metacomponents
• enable us to monitor, control, and evaluate our
mental processing, so that we can make
decisions, solve problems, and create plans.
● Performance components
• are what enable us to take action on the plans
and decisions arrived at by the
metacomponents.
● Knowledge acquisition components
• enable us to learn new information that will
help us carry out our plans.
2.Experiential – analyze situation and bring mental
resources to bear on the problem, even if one like it has
never been encountered before.
3.Contextual - says that intelligence is intertwined with
the individual’s environment. Thus, intelligence is based
on the way one functions in their everyday
circumstances, including one’s ability to
a) adapt to one’s environment
b) select the best environment for oneself
c) shape the environment to better fit one’s needs and
desires.
Each subtheory reflects a particular kind of intelligence
or ability:
Practical intelligence:
• Sternberg called one’s ability to successfully
interact with the everyday world practical
intelligence. Practical intelligence is related to
the contextual subtheory. Practically intelligent
people are especially adept at behaving in
successful ways in their external environment.
Creative intelligence:
• The experiential subtheory is related to creative
intelligence, it involves a person's ability to
apply their existing knowledge to new
problems.
Analytical intelligence:
• The componential subtheory is related to
analytical intelligence, which is essentially
academic intelligence. Analytical intelligence is
used to solve problems and is the kind of
intelligence that is measured by a standard IQ
test.
HISTORY OF INTELLIGENCE TESTING
Alfred Binet, a French Psychologist devised the first
formal intelligence test.
• First formal intelligence test was designed to
identify the dullest students in the Paris school
system to provide them with remedial aid.
• Alfred Binet was then the director of the
Laboratory of Physiological Psychology at the
Sorbonne.
● Together with Theodore Simon, a physician, he
developed a battery of tests.
● Although it has its limitations, Binet's IQ test is well-
known around the world to assess and compare
intelligence. It also set the stage for the development of
several of the IQ tests that are still in use today.
● 1908 – Binet revised the scale (age groups). MENTAL
AGE.
● 911 – Final revision of tests.
William Stern, a German Psychologist, adapted the test
to the conditions in his country and used the term
MENTAL QUOTIENT
1911, M.H. Goddard or Henry Herbert Goddard, an
American Psychologist, translated the 1908 revision of
the Binet-Simon test into English. He also changed the
positions of the tests and adapted the tests to American
children.
1916, Lewis Terman of Stanford University and his
colleagues revised the Binet – Simon Scale and test by
using ninety instead of fifty-four tests. The new test was
carefully adapted to American children and conditions.
● 1937, Terman and Merrill presented another revision
of the scale.
● One objection to the Binet-Simon test pertained to
the administration of the test. It took one to one and a
half hours to have an individual test.
● Otis, a doctoral student under Lewis Terman in 1917,
developed the group-administered tests titled the Army
Alpha (for literates) and the Army Beta (for illiterates
Among the intelligence tests developed and
standardized are:
➔ Wechsler Intelligence Scale for Children (WISC) ➔
Wechsler Adult Intelligence Scale (WAIS)
➔ Otis Self-Administering Tests of Mental Ability for
Kindergarten, Elementary, High School, and Collegiate
Levels
➔ California Test of Mental Maturity
➔ Army General Classification Test (AGCT)
➔ Cooperative School and College Ability Tests (SCAT)
High School and College Levels, etc. In the Philippines,
the Philippine Mental Ability Tests have been developed
to suit Filipino children.
The City Schools of Manila also developed and
standardized a battery of IQ tests known as the Manila
Mental Ability Test. The tests were based on the Otis-
Lennon Self-Administering Test, but the framers saw to
it that Philippine culture and the situation were used to
increase its validity and realibility.
CONCEPT OF IQ
Mental Age – refers to the degree of mental
development of an individual as compared with the
average person of a particular chronological age.
➢ Chronological Age – actual age of a person
Question: How is the mental age or MA determined?
Answer: The usual procedure is for a child to be given a
test for his age level. Intelligence Quotient (IQ)
➢ When the mental age is determined it will be an easy
matter to compute the IQ of a child through the use of
the formula: IQ= MA/CA X 100
USES OF IQ
The IQ can be used as bases for classification for school
purposes or for job placements.
• Many schools use the IQs results for admission
purposes
• IQs of students can serve as the basis for
educational, vocational, or occupational
guidance. The IQs of students are used to
advantage by guidance counselors.
• IQs can help isolate the deviants like the gifted
as well as the mentally retarded for special
educational purposes
• The IQ can help in the diagnosis of learning
difficulties
IQ tests are of little or no use with children under the
age of four. It is difficult to test anyone whose attention
span and level of cooperation are undependable. The IQ
formula cannot be used at all for adults.
However, IQ tests should not be considered infallible in
determining the intellectual capacity of an individual.
Factors: effort, cultural background, study habits, etc
TYPES OF INDIVIDUAL
These are the feebleminded, the average, and the
brilliant.
Types of Feebleminded individuals:
1. Morons – those with IQs of from 50 to 70
2. Imbeciles – those with IQs of from 25 to 50
3. Idiots – those with IQs of from 0 to 25
Present-day authors, however, particularly Marx, favor
the use of the following description labels of the
feebleminded, namely:
1.Mild retardation – IQs of from 55 – 69
• Can reach grade six.
• His school achievements are below par in every
subject.
• He is generally at the bottom of the class, feels
helpless, frustrated, and sullen.
• Through proper guidance, he can achieve
marginal self-support
2.Moderate retardation – IQs of from 40 – 54
• Can be classified together with severe retarded.
• Their maximum educational attainment is that
of a grade two pupil.
3. Severe retardation – IQs of from 25 – 39
• Can achieve as much as a six-year-old child.
• This group is often referred to as the trainable.
• They can be trained to do simple tasks as
cleaning the house, digging ditches, or mopping
floors.
4.Profound retardation – IQs of below 20
• Or the idiot, can have the maximum level of
performance of a two- or three-year-old.
FACTORS AFFECTING INTELLIGENCE
People differ from each other in intelligence, attitude,
and abilities.
It has a two important factors that are crucial in
development of intelligence such heredity and
environment.
Sex is another factor that affects the development of
intelligence.
Health is another factor that seems to influence the
development of an individual’s intelligence.
Race – some people subscribe to the idea that there are
superior races.
Socio – Economic Status, the social standing or class of
an individual or group
Nature of Thinking Process - There are two general
explanations regarding the nature of intelligence.
• First theory assumes that thinking is essentially
a brain activity.
• Second theory assumes that when thinking is
taking place, images, languages, and implicit
muscular activity are involved.
• In some rare cases there are individuals who
possess very vivid and accurate images.
EIDETIC IMAGERY - the ability to remember an image in
so much detail, clarity, and accuracy that it is as though
the image were still being perceived.
- We often use abstract mental representation and
symbols, so the thinking and language seem to go
together quite naturally.
KINDS OF THINKING
There are two general types of thinking:
Realistic
Autistic
Realistic
• Realistic thinking enables you to make
necessary adjustments to your environment. It
takes place when you make use of facts and
concepts learned from the past experience in
trying to solve everyday problem.
• Realistic thinking is looking at all aspects of
situation (the positive, the negative, and the
neutral) before making conclusions.
Two types of realistic thinking
Closed system (ADULT)
• In closed system your thinking is guided by
rules, convention, formulas, and other limiting
concepts.
Adventurous Closed system thinking (baby to young)
• Allows more freedom to answer a felt need.
Autistic thinking
• Autistic thinking is fanciful and wishful like
dangerous and fantasies.
CONCEPTS
• Concepts are generalized ideas.
• Concept’s identity similarities among a number
of different stimuli or situations.
• Concepts may be simple or complex, concrete,
or abstract.
• Concepts enable us to identify objects or events
more cleary.
TYPES OF CONCEPT
Conjunctive Concept
• a notion that is explained by a set of
characteristics, each of which must be present
in order for the idea to be applicable.
Disjunctive Concept
• a notion that is described as an aggregate
characterized by the presence of either one or
all of numerous qualities, with no constituents
in common amongst the attributes.
Approaches in the Understanding of Concept
Formation
• Association Theory
• Hypothesis-Testing Theory
• Gestalt Approach
• Strategies for Concept Formation
• Information-Processing Approach
CHAPTER 7: LEARNING
NATURE AND DEFINITION OF LEARNING
• Learning is a complex process
• It produces a change in behaviour of the
individual
• The change is relatively permanent
• It is the result of interaction of the individual
within his environment
FORMS OF LEARNING
 ONE-TRIAL LEARNING
• It is a rapid process of learning whereby we
learn to react to a strong stimulus.
CONDITIONING
CLASSICAL CONDITIONING
• the organism learns to respond to a new
stimulus in the same or similar way it responds
to the old unconditioned stimulus. The transfer
of response from one stimulus to another is
called conditioning and has since been
identified as a form of learning.
• The best experiment to illustrate classical
conditioning was that made by Ivan Petrovich
Pavlov, a Russian physiologist
LITTLE ALBERT EXPERIMENT
• performed by John B. Watson and Rosalie
Reyner, wherein they decided to teach Albert,
an eleven-month-old boy to fear a white rat.
ORIGIN OF COMMON FEARS
• Experiment of Hygee and Ohman in 1978,
which involved adults and their reactions to
pictures of snakes.
OPERANT CONDITIONING
• it allows the learner to discover how his
behavior affects the environmént and vice
versa.
• The study of operant conditioning started with
experiments of Edward Lee Thorndike, an
American psychologist, which involved puzzle
boxes and used hungry cats as subjects. From
this experiment he formulated the law of effect.
Perhaps the most extensive and systematic experimental
on operant conditioning was done by B.F. Skinner. He
used two kinds of responses-respondents and operants.
Respondents have reflexive responses that can be
elicited by a known effective stimulus. Operants are
ordinary kinds of bodily responses that an organism
emits in the course of its behavior without being
stimulated by a specific external stimulus.
APPLICATION OF CONDITIONING
• Acquisition
• Extinction
• Shaping
• Generalization
• Reinforcement
• Discrimination
OBSERVATIONAL LEARNING
• is the learning of new behavior through
watching the actions of a model.
BANDURA EXPERIMENT
• demonstrates how children react to films they
see.
COGNITIVE LEARNING
• perception of present events, remembering
past experiences, imagining, daydreaming,
thinking, reasoning, evaluating, appreciating,
abstracting, and other activities which fall under
what we term higher mental processes.
COGNITION
• refers to an organism's mode of representing or
evaluating its environmental interactions to
predict and regulate subsequent interactions.
INSIGHTFUL LEARNING
• It is a form of discovery learning which results in
finding a solution and an understanding of why
it works.
WOLFGANG KOHLER
• one of his famous experiments has something
to do with the chimpanzees. Sultan the chimp
was faced with the problem of how to get to a
banana that was placed just out of his reach
outside his cage.
CONCEPT LEARNING
• People learn to generalize symbolic responses
or concepts to represent similar stimuli or
situations. The learner classifies a variety of
related phenomena into a convenient,
meaningful category. Concepts possess varying
degrees of generality.
Concrete concepts are ideas which can be linked to a
class of observable objects such as house, book,
furniture or a class of object qualities such as color, size,
or shape.
Abstract concepts are those that cannot be directly
linked to observable objects or object qualities.
TRANSFER OF LEARNING
• Occurs when a person's learning in one
situation influences his learning and
performance in other situations.
THEORIES OF TRANSFER OF LEARNING
THEORY OF IDENTICAL ELEMENTS
• EDWARD THORNDIKE
• Each individual activity is composed of many
precise movements and connections.
• Transfer occurs to the extent that two activities
share in common in these composite elements.
GENERALIZATION THEORY
CHARLES H. JUDD
• Process of transfer is based upon an
understanding of the principle of generalization
underlying the responses made in two or more
activities.
RELATION THEORY
• Insight into the situation in all its relationships
was the important thing in securing general
training.
KINDS OF TRANSFER OF LEARNING
POSITIVE
• When what is learned in one situation is
appropriate to another, that is, when it
facilitates later learning or performance.
NEGATIVE
• When the learning interferes with later
learning.
CHAPTER 8: MEMORY AND FORGETTING
STAGES OF MEMORY
ENCODING
• Refers to manner information is entered into
memory.
STORING
• Refers to the way such information is retained
in memory.
RETRIEVAL
• Refers to procedures and mechanism which
allow man to use information previously stored
in memory.
TYPES OF MEMORY
SENSORY MEMORY
Refers to one’s perception of the world through his
senses, that is, what he sees, feels, smells, and tastes.
This memory type is extremely pf short duration, at
most, one second.
SHORT-TERM MEMORY (STM)
• One stores material as an immediate and direct
interpretation pf sensory stimuli. What one
remembers is the interpretation of the event,
not the event itself.
According to Baron, two routes may be taken by
information in entering the short-term memory.
1. Information stored in the long-term memory systems
is retrieved for use in our short-term memory.
2. Information can come from the sensory memory
system. Attention seems to be an important factor.
SHALLOW PROCESSING
• Involves simple judgements like deciding
whether words look alike or not.
DEEP PROCESSING
• Involves attention to meaning and relationship
to ideas and concepts already in memory.
LONG TERM MEMORY
• Able to store our experiences. Able to retain the
past for use in the present. Storehouse of our
accumulated knowledge, experiences, and
events.
RETRIEVAL
RECOGNITION
• People decide whether they have ever
encountered a particular stimulus before.
RECALL
• Retrieval of pieces of information usually guided
by retrieval cues is done.
HOW TO IMPROVE MEMORY
1. Encoding must be carefully and appropriately done.
2. Have a mental picture of what you memorize.
3. Organize and structure the information.
4. Use mnemonic devices.
5. Reconstruct and structure the information.
6. Use the SQ3R method of study.
7. Store the information in narrative form.
FORGETTING
FADING THEORY
• learning creates certain changes in the brain,
that is, memory traces are created that were
not there prior to learning. With the passage of
time, the normal metabolic processes of the
brain cause a fading or decay of the memory
trace so that the learned material disintegrates
and disappears altogether. The disintegration is
enhanced through disuse.
THEORY OF INTERFERENCE
• suggests that new and old learning compete or
interfere with each other so that the ability to
retain or remember both, is limited.
2 TYPES
RETROACTIVE INHIBITION- occurs when information
later interferes with information learned before or
earlier.
PROACTIVE INHIBITION- occurs when material learned
earlier interferes with recall of material later.
ABSENSE OF ADEQUATE STIMULATION
• fading of memory because the appropriate
stimuli are absent.
OBLITERATION OF THE MEMORY TRACE
• erasing of memory trace because of conditions
other than time. Effect of emotional shock.
REPRESSIVE FORGETTING
REPRESSION (involuntary)
• unconscious process of excluding unwanted
thoughts from awareness.
SUPPRESSION (voluntary)
• conscious attempt to avoid unpleasant thoughts
or actions.
EMOTIONAL FACTORS IN FORGETTING
• People think of emotionally laden information
than neutral ones.
• Negative emotions may hinder retrieval of
information
• Memory is best recalled if the context and
mood at encoding is the same as the context
and mood at retrieval.
• Traumatic experiences during childhood may
enter consciousness years later.
DEVELOPMENT OF GOOD STUDY HABITS
• Improvement of one’s memory
• Minimizing forgetting through a study of the
theories of forgetting
• Striving to increase the repertoire of your
memory.
CHAPTER 9: MOTIVATION AND EMOTIONS
NATURE AND MEANING OF MOTIVATION
• Refers to the processes that initiate, sustain,
and direct behavior.
• Aspect of human behavior that deals with
understanding why human beings behave the
way they do.
• Motive comes from Latin verb “movere” means
to move.
THE MOTIVATIONAL CYCLE
• One goal leads to other motives or drives.
MASLOW’S HIERARCHY NEEDS
• View the needs of an individual in ladder-like
sequence where one need leads to another
until the goal is attained.
a. Physiological needs (food, water, and air)
b. Safety and security needs (need for stability and
order)
c. Love and belonginess (need for affection)
d. Esteem needs (need for self-respect)
e. Self-actualization (self-fulfillment)
KINDS OF MOTIVES OR DRIVES
• Drives have been classified by many
psychologists into physiological and social.
• Physiological are biological, inborn or primary.
• Social drives have been called psychological,
acquired, secondary, or derived.
PHYSIOLOGICAL DRIVES OR MOTIVES
• Inborn and present at birth. They are essential
to life, hence they should be met if the
individual is to live.
THE HUNGER DRIVE
• This is perhaps the first need that the human
being satisfies at birth. The feeling of hunger
will motivate the person to look for food.
THIRSTS
• When the water level of the body becomes low,
we experience thirst. Hypothalamus also
involved feeling of thirst.
OXYGEN NEED OR AIR HUNGER
• A need more powerful than hunger or thirst.
FATIGUE
• Motivates people, to action. When tired, you
look for ways to rest and unwind. Overwork is
most common cause of fatigue.
REST AND SLEEP
• After a person has rested and slept, he feels
refreshed and invigorated. The sleep drive is
one form of getting rid of fatigue, but it is not
the same as rest.
AVOIDANCE OF PAIN
• The moment he feels pain, he reacts quickly to
avoid it. Through experience he learns to avoid
sources of pain, but it is not possible to know all
the sources.
ELIMINATION DRIVE
• As waste matter accumulates in the bowels and
bladder, the pressure or distention in these
organs tends to stimulate the drive to empty
them.
SEX DRIVE
• Not essential to life, but it is responsible for the
preservation of the species.
THE MATERNAL DRIVE
• All mammal mothers, including the human
mother, manifest the maternal drive in taking
care of their young.
WARMTH AND COLD
• Is a drive for behavior. When you feel cold or
warm, you seek means of keeping the body
temperature normal.
PSYCHOLOGICAL AND SOCIAL DRIVES
PARENT-CHILD MOTIVES
• Parents need to feed their child, to clothe them,
to keep them warm, and to answer or satisfy
their other biological needs. Children become
attached to them not merely for physiological
reasons but also for social and emotional needs.
PEER GROUP RELATIONS-THE AFFILIATIO MOTIVE
• As children grow up, their social environment
also broadens and expands includes playmates,
classmates, and schoolmates. Such motives as
group approval, desire for status and success,
desire for leadership and power, desire to
belong, desire for security affect child’s
behavior.
MOTIVES RELATED TO COMPETENCE AND SELF
• The first of these motives is achievement
motivation or the desire to accomplish
something. The feeling of importance
contributes to building of self-esteem. Self-
esteem comes from what others think of us.
DEVELOPMENT OF MOTIVES
 PUNISHMENT AND REWARD IN DEVELOPMENT
• As the child grows, he is exposed to patterns of
rewards and punishments and learns to select
behaviors according to these patterns.
SECONDARY REINFORCEMENT AND DEVELOPMENT
• Any stimulus which is consistently present when
pleasure occurs turns out to be pleasurable
itself. Likewise, any stimulus associated with
unpleasant experiences tends to arouse
unpleasantness.
NATURE AND DEFINITIONS OF EMOTION
• Emotion comes from the Latin verb “emovere”
means to stir up, agitate, upset, or move.
• Emotions has been recognized as an integrated
reaction of the total organism. Responsible for
both internal and external changes.
THEORIES OF EMOTION
JAMES LANGE THEORY OF EMOTION
• First, the person perceives the situation that
evokes the emotion.
• Second, he becomes aware of the emotion
• Third, he reacts to the emotion.
WILLIAM JAMES (DWORWTZKY, 1985) presented
different view.
• First, we perceive the situation
• Second, we react, our heart pounds and we find
ourselves running away.
• Third, we realize we are afraid and feel afraid.
• Main contribution is the emphasis laid on bodily
changes accompanying emotions.
CARL G. LANGE also proposed the same explanation of
the occurrence of an emotion. Thought that emotion is
not due to the perceived object and its influence or
consciousness, but when the object is perceived
physiological changes occurs, then the emotion follows.
HYPOTHALAMIC THEORY OF EMOTIONS
WALTER B. CANNON
• Studies on emotion point out the fact that the
hypothalamus is the control center of the
neural activity involved in emotion.
• First, the organism perceives a situation to be
fearsome.
• Second, the hypothalamus takes over and at the
same time impulses go out from this control
center to the brain and other parts of the body.
• Main contribution is the recognition that a
control center for emotions is located in the
hypothalamus of the brain.
SCHACHTER AND SINGER’S THEORY OF EMOTION
S. SCHACHTER AND R. SINGER
• Emotions reflect how we interpret autonomic
arousal in the light of all the information we
have about ourselves and the situation.
• This theory proposed that a given body state
could lead to different emotions depending on
how you interpret the state.
LAZARU’S COGNITIVE THEORY
ARNOLD LAZARUS
• Emotion is not definable solely by behavior,
subjective reports, or physiological changes; its
identification requires all three components,
since each one can be generated by conditions
that do not necessarily elicit.
• First, you can experience “arousal” just by
exercising. So, emotion is more than just
changes in your bodily processes.
• Second, you can experience “feelings” that are
not really emotions.
• Third, you can learn to behave in a stereo-typed
manner that will make others presume you are
experiencing an emotion when you are really
faking it.
ASPECTS OF EMOTION
PHYSIOLOGICAL ASPECTS
• Changes in the circulatory system.
• Changes in the respiratory system.
• Secretion of Duct and Ductless Glands
a. Sweat glands- excessively causing profuse
perspiration when the person is under
emotional stress.
b. Endocrine gland- stimulated by strong
emotion.
• Involvement of the Nervous System
• Facial Expressions
 • Vocal Expressions • Distress, extreme worry and grief.
• Fears are learned, but they can also be
EMOTIONAL BEHAVIOR
controlled or eradicated.
• Emotions can act as motives
ANGER
• Emotions can be responses.
• Strong emotion that can be disastrous.
PERSONAL EMOTIONAL EXPERIENCE- FEELING VS.
• Can be controlled.
EMOTIONS.
LOVE
CLASSIFICATION OF EMOTIONS
• The pleasant experience of joy, excitement,
BASIC VS. DERIVED EMOTIONS
happiness, etc. have their roots in the
• Basic emotions appear before the others do: acceptable so the emotionally mature avoids
fear, anger or rage, and love or lust. childish responses.
• Derived emotions:
THE CONTROL OF EMOTIONS: ITS VALUE
• Derived from love: joy, pleasantness, delight,
affection, happiness, elation. 1. Awareness of Reality
• Derived from fear: worry, shame, guilt, anxiety. 2. Awareness of Emotional Problems
• Derived from anger: jealousy, envy, hate, 3. Suppression of Emotions
hostility, annoyance. 4. Overcoming Bad Emotional Habits
5. Analysis of the Situation
MILD VS. INTENSE EMOTIONS 6. Sense of Humor
• Intense emotions: anger, fear, jealousy, and
grief involve great activity in the autonomic
system.
• Mild emotions: annoyance, worry, affection,
disappointment, and sadness create merely a
slight imbalance in the autonomic nervous
system. Indiv expresses emotions with less
arousal feelings.

PLEASANT VS. UNPLEASANT EMOTIONS

• Pleasant emotions- satisfaction of basic

physiological and psychological needs: joy,
enjoyment, happiness, etc.
• Unpleasant emotions- unpleasant experience
of the individual: jealousy, hate annoyance, etc.

POSITIVE VS. NEGATIVE EMOTIONS

• Positive emotion- contributes to the emotional

being, help attain emotional maturity and
better emotional adjustments.
• Negative emotion- makes a person
unacceptable to others, emotionally immature
and disagreeable.

FEAR

• Very common emotional response to

environmental stimuli.