Psychology Emotions and Intelligence Theories

Study Notes

James-Lange Theory: Stimulating events trigger a physical reaction, which is then labeled as an emotion. For example, seeing a snake causes a fast heart rate, which is then interpreted as fear.
Cannon-Bard Theory: Emotions and physiological reactions occur simultaneously. Seeing a snake produces both fear and a fast heart rate at the same time.
Schachter-Singer Two-Factor Theory (or Two-Factor Theory): Physical reactions occur first, then are cognitively labeled and interpreted as a specific emotion. For example, a fast heart rate might be interpreted as fear or excitement depending on the situation.

Linguistic: Ability to learn, understand, and use spoken and written language. A poet is an example of a person with strong linguistic skills.
Logical-Mathematical: Analyzing information and solving problems logically and mathematically. An example is an accomplished scientist.
Musical: Performing, composing, or appreciating music. An example could be a famous composer.
Bodily-Kinesthetic: Using one's body to solve problems and produce things. An example is a dancer.
Spatial: Thinking in three-dimensional space to solve problems. An example is an artist.
Interpersonal: Working well with and understanding others. An example is Mahatma Gandhi.
Intrapersonal: Understanding your own thoughts, feelings, and motivations. An example is Sigmund Freud.
Naturalistic: Understanding the natural world, including plants and animals. An example is Charles Darwin.

Long-term memory: Stores complex information for extended time periods: Days, months, or years.
Short-term memory: Information is temporarily stored, for up to 30 seconds. Has a limited storage capacity.
Explicit memory: Requires conscious effort to recall. For example, studying for an exam takes effort.
Implicit memory: Recalled unconsciously and effortlessly. For example, humming a song you heard in the past.
Decay: Memories fade over time.
Interference: New information disrupts or hinders the recall of old information.
Repression: Subconsciously blocking out memories to avoid overwhelming emotions.
Amnesia: Severe memory loss.
- Retrograde amnesia: Memory loss for events before a traumatic event.
- Anterograde amnesia: Inability to form new memories after a traumatic event.

Readiness: Learning occurs when learners are actively engaged and prepared.
Exercise: Repetition leads to stronger memory.
Effect: Positive emotional responses during learning make it more effective and lasting.
Primacy: The first learning experience in a topic is critically important, and is a lasting impression.
Intensity: The more intense the learning, the stronger and longer it lasts.
Recency: Recently acquired things are better remembered in the short term.
Freedom: Learners are more motivated when participating in a lesson without coercion.

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