emotions=emouvoir=French="to stir up"

Writ by Oregonleatherboy

1579

Thomas Brown

as they are related to each other.

separate features and influences 

(., Bechara et al. 2000, Talmi & Frith 2007)

 interactive and integrated 

 mingled in the brain

 (cf. Lewis 2005

Pessoa 2008

WasPhelps 2006)

key principles of differential emotions theory 

(DET; Izard 2007a) 

intrinsic motivation   interest  motivated to engage in the activity   experience pleasure and enjoyment (Csikszentmihalyi, 2000; Ryan and Deci, 2000; Hidi and Renninger, 2006) liking  emotional state  wanting  more to do with motivation and decision utility  (Berridge and Aldridge, 2008)

R

Five components of emotion

 number one cognitive appraisal

number two bodily symptoms

number three action tendencies

number Four expression

number five feeling

SEVEN PRINCIPLES Emotion feeling.    constitute the primary motivational component of mental operations and overt behavior. Basic emotion feelings help organize and motivate rapid (and often more-or-less automatic though malleable) actions that are critical for adaptive responses to immediate challenges to survival or wellbeing. In emotion schemas, the neural systems and mental processes involved in emotion feelings, perception, and cognition interact continually and dynamically in generating and monitoring thought and action. These dynamic interactions (which range from momentary processes to traits or trait-like phenomena) can generate innumerable emotion-specific experiences (e.g., anger schemas) that have the same core feeling state but different perceptual tendencies (biases), thoughts, and action plans. Emotion utilization, typically dependent on effective emotion-cognition interactions, is adaptive thought or action that stems, in part, directly from the experience of emotion feeling/motivation and in part from learned cognitive, social, and behavioral skills. Emotion schemas become maladaptive and may lead to psychopathology when learning results in the development of connections among emotion feelings and maladaptive cognition and action. The emotion of interest is continually present in the normal mind under normal conditions, and it is the central motivation for engagement in creative and constructive endeavors and for the sense of well-being. Interest and its interaction with other emotions account for selective attention, which in turn influences all other mental processes.  empirical support   principles 1–6   (Ackerman et al. 1998; Izard 2002, 2007a; Izard et al. 2008a,b,c; Silvia 2006).

Principles 1–3 apply to all emotions (a) derives from evolution and neurobiological development  (b) is the key psychological component of emotions and consciousness (c) is more often inherently adaptive than maladaptive influence  emergence  of higher levels awareness during ontogeny   determine the contents   focus of consciousness  throughout the life span. Emotions are motivational and informational  4–6 primarily concern emotion schemas.  Basic emotion feelings help organize and motivate  rapid automatic though malleable) critical actions  for adaptive responses to immediate challenges to survival or wellbeing    emotion schemas  the neural systems and mental processes   emotion feelings, perception, and cognition interact continually and dynamically in generating and monitoring thought and action. These dynamic interactions (which range from momentary processes to traits or trait-like phenomena)   generate innumerable emotion-specific experiences (e.g., anger schemas) that have the same core feeling state but different perceptual tendencies (biases), thoughts, and action plans. Emotion utilization, typically dependent on effective emotion-cognition interactions, is adaptive thought or action that stems, in part, directly from the experience of emotion feeling/motivation and in part from learned cognitive, social, and behavioral skills. Emotion schemas become maladaptive and may lead to psychopathology when learning results in the development of connections among emotion feelings and maladaptive cognition and action Principle 7 consists of propositions about the most ubiquitous of all human emotions—interest-excitement emotion of interest   present in the normal mind under normal conditions,  central motivation for engagement in creative and constructive endeavors   for the sense of well-being Interest and its interaction with other emotions account for selective attention, which in turn influences all other mental processes.

Aggression is a complex phenomenon

 Aggression is a complex phenomenon

Writ by Oregonleatherboy aka Jesse Lee

Aggression is a complex phenomenon that has been studied for decades. It is a response to a perceived threat, and it can be either adaptive or maladaptive.

The brain is the organ that controls all of our thoughts and actions. It consists of three main parts: 

the cerebrum, the cerebellum, and the brain stem.

1.  The cerebrum is responsible for higher-level cognitive functions such as

1. Thinking
2. reasoning
3. and language processing. 

2. The cerebellum coordinates movement and balance. 

3. The brain stem connects the brain to the spinal cord and regulates basic bodily functions such as

1. breathing
2. heart rate
3. blood pressure
4. temperature regulation
5. sleep cycles
6. hunger pangs
7. sexual arousal etc.

Serotonin gets us Groaning

Serotonin is a neurotransmitter that is responsible for mood regulation. It is also the reason why serotonin levels are linked to aggression.

Serotonin is a neurotransmitter that regulates mood and aggression. It has been found that serotonin levels are linked to aggression, which means that people with low levels of serotonin are more likely to be aggressive than those with high levels of serotonin.

Don't be mean, Dopamine

Dopamine is a neurotransmitter that is released by the brain when we experience something pleasurable. It is also released when we are in pain or stressed.

Dopamine has been linked to aggression because it can make us feel good and want more of what caused the dopamine release. This can lead to aggressive behavior, such as fighting for a desired object or person.

The neurophysiology of aggression

The neurophysiology of aggression is the study of the neural mechanisms underlying aggressive behavior. The brain regions involved in aggression are the amygdala, hypothalamus, and periaqueductal gray (PAG).

Hypothalamus

The hypothalamus is a small region of the brain that is responsible for regulating many of the body's functions. It is located in the lower part of the brain, just above the brainstem.

The hypothalamus has many different functions, but one of its most important roles is to regulate aggression.

The hypothalamus produces hormones that control aggression and anger. When these hormones are released, they can cause an increase in aggressive behavior.

amygdala

The amygdala is a small, almond-shaped structure in the brain that is responsible for the fight or flight response.

It has been found to be involved in aggression and violence. The amygdala plays an important role in

fear and anxiety responses

as well as memory formation

and emotional associations.

periaqueductal gray

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The periaqueductal gray is a region of the brain that is responsible for regulating aggression.

The periaqueductal gray (PAG) is a region of the brain that regulates aggression. It is located in the midbrain, and it has connections to many other regions of the brain. The PAG has been shown to be involved in both defensive and offensive aggression, as well as in pain modulation.

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Aggression is a natural part of childhood development. It is a way for children to express their feelings and to learn how to control their impulses.

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Aggression a natural part of childhood

Aggression is a natural part of childhood development. It is a way for children to: 

• explore their environment 

•  learn how to interact with others

•  learn about themselves

However, aggression can also be a sign of developmental problems or mental health issues.  It is a way for children to explore their world through behavior exercises.   engaging in behavioral tests with socially close individuals and branching out to less known per comfort level.

Both developing as in maturing and underdeveloped humans and  theactions like:

•  boundary pushing

• Territoriality

• Claimed ownership

• Physical 

 Aggression can be seen as an adaptive response to the environment, which helps children develop skills that will help them in the future.

Bullying is a form of aggression

Bullying is the most common form of aggression in childhood. It can have serious consequences on the victim’s mental health and social skills. Bullying can also lead to aggressive behavior in adulthood, which can lead to criminal behavior and violence.

that can have long-term negative effects on the victim's mental health and well-being. Bullying can lead to:

• depression

•  anxiety

•  suicidal thoughts