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Emotions are mental states brought on by neurophysiological changes, variously associated with thoughts, feelings, behavioral responses, and a degree of pleasure or displeasure. There is no scientific consensus on a definition. Emotions are often intertwined with mood, temperament, personality, disposition, or creativity.
Fear is an intensely unpleasant emotion in response to perceiving or recognizing a danger or threat. Fear causes physiological changes that may produce behavioral reactions such as mounting an aggressive response or fleeing the threat. Fear in human beings may occur in response to a certain stimulus occurring in the present, or in anticipation or expectation of a future threat perceived as a risk to oneself. The fear response arises from the perception of danger leading to confrontation with or escape from/avoiding the threat, which in extreme cases of fear can be a freeze response.
Social psychology is the scientific study of how thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people or by social norms. Social psychologists typically explain human behavior as a result of the relationship between mental states and social situations, studying the social conditions under which thoughts, feelings, and behaviors occur, and how these variables influence social interactions.
Aggression is hostile and antagonistic behavior, often with the intent to cause harm, although it can be channeled into creative and practical outlets for some. It may occur either reactively or without provocation. In humans, aggression can be caused by various triggers. For example, built-up frustration due to blocked goals or perceived disrespect. Human aggression can be classified into direct and indirect aggression; whilst the former is characterized by physical or verbal behavior intended to cause harm to someone, the latter is characterized by behavior intended to harm the social relations of an individual or group.
Anger, also known as wrath or rage, is an intense emotional state involving a strong uncomfortable and non-cooperative response to a perceived provocation, hurt or threat.
In psychology, decision-making is regarded as the cognitive process resulting in the selection of a belief or a course of action among several possible alternative options. It could be either rational or irrational. The decision-making process is a reasoning process based on assumptions of values, preferences and beliefs of the decision-maker. Every decision-making process produces a final choice, which may or may not prompt action.
On Aggression is a 1963 book by the ethologist Konrad Lorenz; it was translated into English in 1966. As he writes in the prologue, "the subject of this book is aggression, that is to say the fighting instinct in beast and man which is directed against members of the same species."
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. Other approaches, such as theories related to neuroscience and social cognition, focus more on how the brain's organization and structure influence learning. Some psychological approaches, such as social constructivism, focus more on one's interaction with the environment and with others. Other theories, such as those related to motivation, like the growth mindset, focus more on individuals' perceptions of ability.
Sex differences in psychology are differences in the mental functions and behaviors of the sexes and are due to a complex interplay of biological, developmental, and cultural factors. Differences have been found in a variety of fields such as mental health, cognitive abilities, personality, emotion, sexuality, and tendency towards aggression. Such variation may be innate, learned, or both. Modern research attempts to distinguish between these causes and to analyze any ethical concerns raised. Since behavior is a result of interactions between nature and nurture, researchers are interested in investigating how biology and environment interact to produce such differences, although this is often not possible.
Social behavior is behavior among two or more organisms within the same species, and encompasses any behavior in which one member affects the other. This is due to an interaction among those members. Social behavior can be seen as similar to an exchange of goods, with the expectation that when you give, you will receive the same. This behavior can be affected by both the qualities of the individual and the environmental (situational) factors. Therefore, social behavior arises as a result of an interaction between the two—the organism and its environment. This means that, in regards to humans, social behavior can be determined by both the individual characteristics of the person, and the situation they are in.
Social neuroscience is an interdisciplinary field devoted to understanding the relationship between social experiences and biological systems. Humans are fundamentally a social species, rather than solitary. As such, Homo sapiens create emergent organizations beyond the individual—structures that range from dyads, families, and groups to cities, civilizations, and cultures. In this regard, studies indicate that various social influences, including life events, poverty, unemployment and loneliness can influence health related biomarkers. The term "social neuroscience" can be traced to a publication entitled "Social Neuroscience Bulletin" which was published quarterly between 1988 and 1994. The term was subsequently popularized in an article by John Cacioppo and Gary Berntson, published in the American Psychologist in 1992. Cacioppo and Berntson are considered as the legitimate fathers of social neuroscience. Still a young field, social neuroscience is closely related to affective neuroscience and cognitive neuroscience, focusing on how the brain mediates social interactions. The biological underpinnings of social cognition are investigated in social cognitive neuroscience.
Childhood gender nonconformity (CGN) is a phenomenon in which prepubescent children do not conform to expected gender-related sociological or psychological patterns, or identify with the opposite sex/gender. Typical behavior among those who exhibit the phenomenon includes but is not limited to a propensity to cross-dress, refusal to take part in activities conventionally thought suitable for the gender and the exclusive choice of play-mates of the opposite sex.
Social connection is the experience of feeling close and connected to others. It involves feeling loved, cared for, and valued, and forms the basis of interpersonal relationships.
"Connection is the energy that exists between people when they feel seen, heard and valued; when they can give and receive without judgement; and when they derive sustenance and strength from the relationship." —Brené Brown, Professor of social work at the University of Houston
The following is a list of terms specific to anarchists. Anarchism is a political and social movement which advocates voluntary association in opposition to authoritarianism and hierarchy.
Bite inhibition, sometimes referred to as a soft mouth, is a behavior in carnivorans whereby the animal learns to moderate the strength of its bite. It is an important factor in the socialization of pets.
Rough and tumble fighting (Rough-and-tumble) was a form of fighting in rural portions of the United States, primarily in the eighteenth and nineteenth centuries. It was often characterized by the objective of gouging but also included other brutally disfiguring techniques, including biting, and typically took place in order to settle disputes.
The frustration–aggression hypothesis, also known as the frustration–aggression–displacement theory, is a theory of aggression proposed by John Dollard, Neal Miller, Leonard Doob, Orval Mowrer, and Robert Sears in 1939, and further developed by Neal Miller in 1941 and Leonard Berkowitz in 1969. The theory says that aggression is the result of blocking, or frustrating, a person's efforts to attain a goal.
The stare-in-the-crowd effect is the notion that an eyes-forward, direct gaze is more easily detected than an averted gaze. First discovered by psychologist and neurophysiologist Michael von Grünau and his psychology student Christina Marie Anston using human subjects in 1995, the processing advantage associated with this effect is thought to derive from the importance of eye contact as a cue for social interactions.
The Taylor Aggression Paradigm is a prominent, well-validated, laboratory analog measure of aggressive behavior in humans, predominantly utilized within the field of psychology.
Social cognitive neuroscience is the scientific study of the biological processes underpinning social cognition. Specifically, it uses the tools of neuroscience to study "the mental mechanisms that create, frame, regulate, and respond to our experience of the social world". Social cognitive neuroscience uses the epistemological foundations of cognitive neuroscience, and is closely related to social neuroscience. Social cognitive neuroscience employs human neuroimaging, typically using functional magnetic resonance imaging (fMRI). Human brain stimulation techniques such as transcranial magnetic stimulation and transcranial direct-current stimulation are also used. In nonhuman animals, direct electrophysiological recordings and electrical stimulation of single cells and neuronal populations are utilized for investigating lower-level social cognitive processes.
References
- ↑ Pellis, Sergio M; Pellis, Vivien C (1998). "Play fighting of rats in comparative perspective: a schema for neurobehavioral analyses". Neuroscience & Biobehavioral Reviews. Elsevier BV. 23 (1): 87–101. doi:10.1016/s0149-7634(97)00071-7. ISSN 0149-7634. PMID 9861614. S2CID 21761953.
- ↑ Suomi, S.J. (2005). "Genetic and environmental factors influencing the expression of impulsive aggression and serotonergic functioning in rhesus monkeys". In Tremblay, Richard; Archer, John; Hartup, William W. (eds.). Developmental origins of aggression. New York: Guilford Press. pp. 63–82. ISBN 978-1-59385-110-1. OCLC 68667321.
- ↑ Pellis, Sergio; Pellis, Vivien (2009). The playful brain : venturing to the limits of neuroscience. Oxford: Oneworld Press. ISBN 978-1-78074-462-9. OCLC 890932852.[ page needed ]