Developmental psychology.pdf

336 Motivation and Emotion
Figure 12.17
Study of Cognition and Emotion.
The control subjects were injected
with a saline solution that had no
effect. No anger condition was
included with the misinformed
subjects. The subjects who were
aroused and did not know why are
indicated in colored typeface
This little incident took place a
few weeks ago as a friend and I
were studying at the student center.
Our moods were that of typical
female students resigned to an
evening with the books.
Then, lo and behold, who should
appear but a certain gentleman in
whom my friend had been
exhibiting quite an interest recently.
There ensued quite a spirited
conversation as both my friend and
the gentleman commented on the
pleasantness of life in general; to
listen to them you'd think you were
hearing of Utopia. It was almost
enough to make you sick.
Enter frustration, in the person
of another undergrad, who as it
turned out, was the young
gentleman's date and up till now
had been busy in the restroom.
Introductions and farewells were
quickly exchanged, and the pair
soon left. I returned to my book, as
did my friend (or so I thought).
The silence was quickly broken
by intermittent groans, sighs, and
other nondescript sounds coming
from my friend's general direction.
Finally, perceptive as I am, I
realized that something was
probably wrong with her, so I
inquired as to what it could be. This
set off quite a prolonged series of
complaints, laments, and
pessimistic observations on
studies, weather, and the generally
bleak atmosphere of the university.
The change in her general
emotional state was so amazing
that I wondered if it were actually
the same person sitting there in
front of me.
Informed
Experimental subjects
(adrenalin)
Uninformed
Misinformed
Control subjects
(placebo)
Euphoria Anger Euphoria Anger Euphoria — Euphoria Anger
All subjects were then exposed to one of two circumstances. In the euphoric
or happy condition they stayed in a waiting room with an accomplice of the experimenter,
who acted in a jovial manner as he supposedly awaited his turn as a subject
in the experiment, flying airplanes, pretending to play basketball, and making jokes.
In the angry condition the accomplice was highly irritated, complained about the questionnaire,
made derisive comments, and stomped from the room. All subjects in both
groups were observed through a one-way mirror and later were questioned about their
feelings (Figure 12.17).
It was predicted that the misinformed and uninformed subjects would be most
susceptible to the mood in the environment and that the degree of susceptibility would
be in proportion to the amount of epinephrin received. Having no explanation for their
bodily state, which was readily apparent to them, they would report their feelings in
terms of the happy or angry circumstances. And this prediction was correct. The subjects
defined their feelings in terms of what was going on around them (Schachter &
Singer, 1962; Schachter, 1971). •
According to this evidence, our interpretation of the situation determines what
kind of feelings we experience, whereas the physiological changes determine how strong
they seem to be. In the cognitive-physiological theory, emotion is said to be the joint
product of the individual's understanding, or cognition, and the physiological arousal.*
A moment's introspection shows the powerful role of cognition. Suppose you
have just completed a term paper, and you are reviewing your accomplishment with
joy and satisfaction. Suddenly you notice that you have used the wrong primary sources,
and the paper is essentially worthless. Your ensuing response is disgust, fear, or shame,
although nothing has changed in the situation. Your feeling of disgust has been produced
solely by your evaluation of the situation.
Cognition as Evaluative This study has brought attention to the role of cognition
in determining emotional states, but it has limitations and to date has not been repeated
with the same results. Our feelings may be a function of cognition and physiological
arousal, but all emotional states are not necessarily the same physiologically, differing
only in cognitive factors. We need to know more about the underlying physiological
arousal. We also need to know how the cognitive factors are influential, since the
experimental subjects were never asked to give their interpretations of the situation.
We only know that they were exposed to different stimulating conditions (Plutchik &
Ax, 1967; Harris & Katkin, 1975).
Cognitive approaches to emotion are generally concerned with our evaluation
of the situation. But evaluation itself is not an emotion. It simply interacts with other
factors in the production of emotion. The absence of cognition in extreme emotional
states is indicated in familiar expressions: "Sorry, I got excited and just lost my head."
"I was so upset I couldn't think." Cognitive appraisals can cause emotion, but they are
not necessarily part of the emotional state (Plutchik, 1980; Weinrich, 1980).