Psychology of Disgust

 

Disgust is a basic emotion like joy, sadness, fear, and anger found among people in many cultures. 

The bodily rejection of various substances and animals appears to be of evolutionary value in maintaining a healthy body (Jones, 2007; Penn, 1997). Early scientific consideration of disgust can be found in the work of Darwin (Olatunji et al., 2008) but the modern investigation of disgust is credited to Paul Rozin (Penn, 1997).

The psychology of disgust has developed from the excellent foundational research by psychological scientist Paul Rozin at Penn, who has been honored with the title, "Dr. Disgust." Most disgusting stimuli are associated with animals. Here’s a quote from a Penn newsletter about Paul Rozin’s work.

Most of the things that cause disgust -- food, feces, rotting flesh, and gore -- derive from animals. "Almost all disgusting food is of animal origin,"

Rozin categorizes disgust in four ways.

1. Core disgust (the basic mechanism for the rejection of foods)

2. Animal nature disgust (reminders of animal-like natures such as sex, excrement, death)

3. Interpersonal disgust (associations with people considered immoral or evil such as wearing the clothes of a murderer)

4. Moral disgust (a response to violations of divine law or commandments)

For a study of the link between types of disgust and personality, see Olatunji et al. (2008). Also, see Olatunji et al. (2014) for a study on the relationship of disgust to anxiety and avoidance.

***

Moral transgressions, or sins in the language of religion, elicit measurable disgust. Although the disgust response is easily stimulated by noxious toilets, oozing wounds, and bodily odors, it appears that the human disgust response is not simply metaphorical as some have argued. In fact, a review of data from implicit and explicit measures and facial expressions document changes in response to varied presentations (visual, verbal, social) of moral transgressions (Chapman & Anderson, 2013).

***

Bodily fluids associated with human sexuality and select sexual practices elicit the disgust response, which has been linked to the development of purity norms, customs, and laws, including religious laws governing cleanliness and purity for women and men—especially when they are to encounter that which is deemed sacred. Studies by Haidt (e.g., 2012) and his colleagues offer support for disgust as a moral emotion linked to the moral foundation of purity, which may help account for the rejection of people who identify as LGBTQ (Sutton, 2016; Sutton et al., 2019).

 

Related Posts

See the purity foundation in Moral Foundations Theory (MFT)

Why Christians have problems loving the “unholy.”

 

Cite this post

Sutton, G. W. (2024, August 5). Psychology of disgust. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2024/08/psychology-of-disgust.html

 

References

 

Chapman, H. A., & Anderson, A. K. (2013). Things rank and gross in nature: a review and synthesis of moral disgust. Psychological bulletin, 139(2), 300–327. https://doi.org/10.1037/a0030964

Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York: Pantheon.

Jones, D. (2007). The depths of disgust. Nature 447, 768–771. https://doi.org/10.1038/447768a

Olatunji, B. O., Ebesutani, C., Haidt, J., & Sawchuk, C. N. (2014). Specificity of disgust domains in the prediction of contamination anxiety and avoidance: a multimodal examination. Behavior therapy, 45(4), 469–481. https://doi.org/10.1016/j.beth.2014.02.006

Olatunji, B. O., Haidt, J., McKay, D., & David, B. (2008). Core, animal reminder, and contamination disgust: Three kinds of disgust with distinct personality, behavioral, physiological, and clinical correlates. Journal of Research in Personality, 42(5), 1243–1259. https://doi.org/10.1016/j.jrp.2008.03.009

Penn (1997, Fall). Food for thought: Paul Rozin’s research and teaching at Penn. Penn Arts & Sciences. Retrieved from https://www.sas.upenn.edu/sasalum/newsltr/fall97/rozin.html

Sutton, G. W. (2016). A House Divided: Sexuality, morality, and Christian cultures. Eugene, OR: Pickwick.  AMAZON    ISBN: 9781498224888

Sutton, G. W., Kelly, H. L., & Huver, M. (2019). Political identities, religious identity, and the pattern of moral foundations among conservative Christians. Journal of Psychology and Theology, 48, pp. 169-187

 Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   X  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation. 

 

Hot-cold empathy gap effect in psychology

The hot-cold empathy gap effect is a finding that hot or cold empathy states influence decision-making thus, the hot-cold empathy gap is a cognitive bias.

Hot and cold refer to emotional states. Emotional states influence the ability of people to understand themselves or others in a different emotional state.

A hot emotional state includes states of anger, excitement, fear, and stress.

A cold emotional state is neutral or calm. In a neutral state, there is little or no desire or arousal.

A person's current emotional state interferes with their ability to understand their own past behavior, which occurred in a different state. And the current emotional state interferes with the ability to estimate attitudes, preferences, and behavior in a hypothetical future state.

A person's current emotional state interferes with the ability to understand someone else who is in a different emotional state. This can interfere with effective relationships such as doctor-patient care and empathy for a patient's pain.

The empathy gap is represented by the relative lack of understanding the important effects of emotions on cognition and behavior.

Learn more in Boven, Loewenstein, Dunning, and Nordgren

In the SCOPES model, hot and cold states clearly focus on Emotion (E). A hot Emotional (E) state like fear links to C (Cognition), fearful behavior (O), Physiological (P) activity (e.g., cortisol, adrenaline, increased heart rate and blood pressure, sweating, etc.), and social interactions (S) such as avoidance of people or places.

Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.

Dementia

Dementia is a neurocognitive disorder characterized by impaired cognitive processes of attention, memory, thinking, and decision making.

Dementia is caused by various diseases. One common disease is Alzheimer's disease. Other types of dementia include:

Vascular dementia

Lewy body dementia,

Fronto-temporal dementia

Mixed dementia

Dementia is most commonly observed in older adults but it is not a part of normal aging.

Assessment of Dementia

Clinical neuropsychologists evaluate a patient's cognitive abilities for impairments. In addition, clinical neuropsychologists assess adaptive functioning. That is, how well the person manages vocational, social, and other dimensions of life. Dementia affects people in different ways. Although memory and thinking processes are hallmarks of the dementias, changes in personality patterns and emotional functioning combine to interfere with personal and social functioning.

Physicians may perform medical tests and prescribe medication. Often, there are other medical conditions to consider as a part of the diagnosis, prognosis, and treatment options.

The data not only identify a patient's current status but the data also provides a baseline to measure future changes in cognitive and adaptive abilities. Although, in cases of an identifiable disease process, the future is usually a decline in functioning, some causes of dementia may be reversible. In addition, new medications may reduce the rate of decline.

Resources

CDC Centers of Disease Control and Prevention

Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.

SCOPES Model of Human Functioning

The SCOPES model organizes information about human functioning in six domains commonly discussed in psychological research and clinical practice. The SCOPES model also helps researchers and clinicians organize tests or questionnaires that measure different dimensions of functioning.

When clinicians organize patient information using the SCOPES model, or a similar holistic model, they may be able to help patients select treatment strategies that address multiple areas related to the primary concern or diagnosis. 

For example, clinicians know that depression  may affect many areas of functioning. The SCOPES model is one way to consider the impact of depression on multiple areas of functioning such as distressing thoughts (C), feelings (E), behavior patterns (O: e.g., avoidance of engaging activities), physiological symptoms (P: e.g., appetite, sleep, sex), and Social Context (S: e.g., relationships that may help or worsen symptoms). Finally, clinicians and patients may consider core effects on the self (S) where self-esteem and self-identity may be negatively affected by depression. When applicable, treatments may include Cognitive-Behavioral Therapy, physical activity, increasing social connections, and medication.

Focusing on only one dimension of human functioning can lead to unrealistic views if we forget that each dimension of functioning interacts with the others. For example, our memories of important people from childhood are part of cognition but affect our emotions, behavior, and even our physiological reactions. Memories are part of our self-identity and may affect our spirituality too. Finally, our memories can be triggered by events in our social context like a photograph, a trip to our home town, or a movie.

                                 THE SIX COMPONENTS OF THE SCOPES MODEL

S   SELF-IDENTITY

Self-identity is a composite of several broad core features (see COPE below) that we recognize as who we are. We usually have more than one identity based on our roles in life (e.g., spouse/partner, parent, child, supervisor), personal characteristics (e.g., degree of fitness, health, intelligence, attractiveness, age), and groups (e.g., political, interest, sports fan, religious). One or a few identities stand out as highly important such as spiritual identity (see below), gender identity, or identities linked to subjectively important life roles (e.g., parent, doctor, grandparent, spouse).

We project ourselves to others through our core dimensions of expressed thoughts (cognition), feelings (emotion), observable behaviors (personality traits), and observed physical attributes. We may express our selves differently in different social contexts.

One multidimensional model that organizes several features of the self is the tetrapartite model (Cheek & Cheek, 2018). The model organizes over 40 potential aspects of identity into four categories of self-identity: personal, relational, collective, public. 

One of my research interests is in the psychology of religion and spirituality so let me give an example of  the spiritual aspect of identity. Spirituality includes religious and other ways people find meaning in life. Most organized religious faiths include a set of specific beliefs and prescribed practices but these are integrated with each person’s spiritual experience. For example, a person’s dreams and visions, and culture influence how they pray and what they identify as right and wrong. Atheists and those with nontraditional spirituality may describe meaningful experiences in the beauty of nature and music. For some, the spiritual dimension is so vital to their identity that it dominates their clothing choices, communicated beliefs, daily practices like prayer, interactions with others, music they enjoy, and what they eat or refuse to eat.

Following is an illustration of the SCOPES model where the primary self-identity is spiritual and they have a particular religious or spiritual worldview.

Examples of Test Related to the Self Domain

 

 Self-concept scales

 Self-esteem scales

 Self-efficacy scales

 Spirituality and religiosity scales

 Gender Identity scales

C   COGNITION

It doesn’t take long to form an impression of a person’s general intelligence. Sometimes we are awed and sometimes—not so much. But there’s more to cognition than solving problems on intelligence tests. We can include many neuropsychological processes such as memory, attention and concentration, language skills, and visual-spatial skills as well as cognitive biases and prejudices. 

Some aspects of cognition have a huge impact on identity such as extreme deficits in attention span, incredible ability to solve complex problems, or persistent declines in memory for self and others.

Examples of Test Related to the Cognitive Domain

  Tests of intelligence

  Tests of achievement

  Tests of language and verbal skills

  Tests of creativity

  Tests of memory

   Mental status exams

O   OBSERVABLE BEHAVIOR PATTERNS OR PERSONALITY

I used the letter O so it works with the acrostic. Essentially, people may be described in terms of a few or many durable traits like the famous Big Five listed below. 

Openness: intelligent, imaginative, insightful
Conscientious: organized, thorough, planners
Extraversion: talkative, outgoing, energetic, assertive; contrasted with introversion
Agreeable: forgiving, sympathetic, kind, affectionate
Neuroticism (v. stability) tense, moody, anxious

There are other traits or characteristics that may be added like dominance and psychopathy. People are different. We usually act in fairly predictable ways--habit patterns and traits that are part of who we are. For example, we may be known to ourselves and others as agreeable or shy.

Examples of Test Related to the Observable Behavior or Personality Domain

  Tests of personality e.g.,   Big Five,    HEXACO,    16PF

   VIA Inventory of Strengths

 

  Behavioral observations

  

 Tests of various traits e.g., leadership, narcissism, psychopathology

P   PHYSIOLOGY OR BIOLOGY

We all come with bodies and many of us with less than culturally desirable bodies protest that we are more than mere bodies. We want to be known for what’s "inside". Nevertheless, our physiology is a critical part of who we are. Drives for hunger, thirst, sleep, and sex vary from person to person and those biological factors vary for each of us during a day, week, or year. Measures of biological status can change and influence other aspects of who we are- height, weight, blood pressure, and more. Biology shapes our identity and we influence our biology and that of others.

We know that despite protests, people think of others in terms of a biological factors like blindness or deafness or another challenge. I am deaf in my left ear, but I did not think of myself as hearing impaired until I began to have difficulty hearing with my right ear. Now I wear a hearing aid. Some have a mental health diagnosis and are referred to by that diagnosis such as alcoholics or Schizophrenics. Some are known by a disease they have or survived such as cancer. One aspect of our entire personal identity can be a physiological status that is defining or confining. We know that we and others are more than a biological fact but somehow, we often fail to think beyond the “P” dimension. Physiology is a powerful part of self-identity.

Examples of Test Related to biopsychology

  Tests of motor functioning e.g., grip strength, finger tapping

  Tests of brain functioning e.g., MRI, EEG

  Various lab tests (e.g., blood, urine) detecting factors affecting the other domains

  Tests of stress that include biopsychological symptoms

  Questionnaires about sexual functioning

  Questionnaires about alcohol and other drugs

  Questionnaires about sleep, diet, and other health habits affecting other domains

E   EMOTIONS or feelings

Our emotions influence our identity and our judgments about others. There are many ways to show our emotions. Psychological scientists disagree on what may constitute core emotions. As a psychologist, I was tuned in to sadness, anxiety, and anger as well as joy and a sense of calm. More common emotions include fear, worry, hate, guilt, and that complex we call love. Feelings are critical to understanding who we are and why people do what they do. In some cases, our feelings can represent an important part of our identity as in I am a happy person despite times of sadness. And sometimes an "emotional identity" is less desirable.

Examples of Tests Related to the Emotional Domain

  Positive and Negative Affect Schedule (PANAS)

  State Joy Scale

  Anger Scales

  Depression Anxiety Stress Scales (DASS)

S   SOCIAL:  OUR SPACE-TIME CONTEXT

The people in our lives and where we live out our day-to-day existence influences who we are even as we influence others. Our personal timeline is a factor too. We and others see common threads of who we are since childhood but we also see changes. Looking back, we may see events, people, or places that resulted in major changes in who we are today. Like many immigrants, the move from one country to another was a big deal for me and my parents. 

Our relationships matter. Relationships affect our spiritual faith, thoughts, feelings, behavior patterns and even our health. A recently divorced cantankerous fifty-year old man with a history of alcohol abuse may feel anger, distress, and worry. A 35 year-old woman may feel happy and enjoy a sense of freedom as she boards a cruise with a friend. People are different in their relationships. Some feel liberated by divorce whilst others feel devastated. Some worry about finding a mate whilst others intentionally live a single life. Some prefer frequent interaction with friends whilst others require large periods of aloneness.

The people we identify as "my people" or "my family" and places (e.g., my hometown, my country) and epochs of time (I grew up in the 50s and 60s) may also be a part of our identity.

Examples of Tests Related to the Social Domain

  Tests of relationships at home, work, places of worship, and other social settings

    e.g., Marital Satisfaction,             Parent-child Relationship Scale

  Tests of organizational relationships e.g., climate, trust, etc.

  

  Tests measuring relational concepts such as forgiveness and reconciliation

SCOPES and HUMAN NATURE

The SCOPES model is a way of organizing information about ourselves and others. It is a way of recognizing we are complex beings who change in many ways. We respond to others and our environments in ways that change us. And we have an effect on others and our environment. At any given point, a few dimensions may be more important than others such as when we feel depressed at the loss of a loved one or joyful when we celebrate a birthday.

We should also be aware that activity in one or two dimensions affects the other dimensions even when we are not aware of the effects. A loud noise like a gunshot can produce fear, thoughts of safety, memories of past terror, crouching behavior, increased heart rate and even a cry for divine intervention.

SCOPES in CONTEXT

As the core self-concept within the SCOPES model interacts with the social dimension, a person develops their worldview, which is their major organizing schema for interacting with the people, objects, and other entities within their social context.

Read More

I have included specific names of more tests in the research text, Creating Surveys used in universities and by individuals.

I have applied the SCOPES model to analyzing moral-social judgments in A House Divided: Sexuality, Morality, and Christian Cultures 

The SCOPES model also forms a basis for organizing research in the text:  Counseling and Psychotherapy with Pentecostal and Charismatic Christians.

The science behind the SCOPES model. 

Those familiar with psychology will recognize the common Cognitive-Affective-Behavior constructs in Cognitive-Behavioral-Therapy and attitude theory, which involved the COE dimensions. Most clinicians have coursework in the biological basis of behavior hence, the P dimension. The Social dimension includes a recognition of social contexts and time contexts, which draw upon studies in social psychology and developmental psychology-- an S dimension. Finally, the other S is for the Self, which is our way of integrating all the dimensions of ourselves into a few key identities.

Many will also recognize the importance of the environment, which I include in the Social dimension. I have also been influenced by the BASIC-ID of Arnold Lazarus—a part of his work in Multimodal Therapy and Kurt Levin’s field theory or concept of lifespace.

Cite this post (APA)

Sutton, G. W. (2022, August 24). SCOPES model of human functioning. Psychology concepts and theories. Retrieved from https://suttonpsychology.blogspot.com/2021/07/scopes-model-of-human-functioning.html

Cite this book reference for the SCOPES Model.

Sutton, G. W. (2021). Creating surveys: Second Edition| How to create and administer surveys, evaluate workshops & seminars, interpret and present results. Springfield, MO: Sunflower.   AMAZON   Paperback ISBN-13:  9798712780327     website

Test Resources

The A-Z list of tests and questionnaires for clinicians and researchers

You can read about tests and survey items to measure the SCOPES dimensions in my 2017 book, Creating Surveys. Available on AMAZON    and Google

The SCOPES model was applied to understanding morality in Christian cultures in A House Divided.

Sutton, Geoffrey W. A House Divided: Sexuality, Morality, and Christian Cultures. Eugene, OR: Pickwick. Also available on AMAZON.

Counseling and Psychotherapy with Pentecostal and Charismatic Christians Available from Amazon and Google

Connection:  www.suttong.com

This post updated February 8, 2023

Publications referring to the SCOPES model.

Sutton, G. W. (2021). Counseling and psychotherapy with Pentecostal and Charismatic Christians: Culture & Research | Assessment & Practice. Springfield, MO: Sunflower.  ISBN-13 : 979-8681036524     

Sutton, G. W. (2017). Creating surveys: Evaluating programs and reading research. Springfield, MO: Sunflower.   AMAZON   Paperback ISBN-10: 1522012729  ISBN-13:  9781522012726     website

Sutton, G. W. (2016). A House Divided: Sexuality, morality, and Christian cultures. Eugene, OR: Pickwick. ISBN: 9781498224888

Sutton, G. W. & Mittelstadt, M. W. (2012). Loving God and loving others: Learning about love from psychological science and Pentecostal perspectives. Journal of Christianity and Psychology, 31, 157-166.  Academia Link    Research Gate Link

Sutton, G.W. & Schmidly, B. (eds.) (2016). Christian morality: An interdisciplinary framework for thinking about contemporary moral issues. Eugene, OR: Pickwick. ISBN: 9781498204767

Sutton, G.W., & Thomas, E. K. (2005). Can derailed pastors be restored? Effects of offense and age on restoration. Pastoral Psychology, 53, 583-599.

Worthington, E. L. (2020). How to Discuss Controversial Sexual Issues with Christians Who Don’t (and Do) Agree with You. Journal of Psychology and Theology, 48(3), 229–233. https://doi.org/10.1177/0091647120908017

Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.

Five Love Languages Model

 

The Five Love Languages model was developed by Gary Chapman. Based on his clinical work, Chapman hypothesized that partners in relationships communicate love in different preferred ways and anticipate different expressions of love.

Based on his observations, he identified five expressions of love. The idea is that one or two of these “love languages” or expressions are more preferred than the other expressions. And each partner may have a different order of preferences.

Words of Affirmation (e.g., words of appreciation and affirmation; express kindness)

Quality Time (e.g., focused attention without interruption and without giving advice)

Receiving Gifts (giving gifts, which need not be expensive; the gift of time during a crisis)

Acts of Service (e.g., completing tasks for them)

Physical Touch (e.g., sexual and nonsexual)

These five expressions have been operationalized in a 30-item scale, which is called a quiz in online presentations.

Psychotherapists and lay people have found the measure and the theory useful. Several books offer suggestions on how the five love languages work for individuals and couples.

A Critique of Five Love Languages

Researchers Impett, Park, and Muise examined evaluated the Love Languages concept (2024). One reason for the investigation was the limited scientific evidence supporting Love Languages. In Table 1 of their analysis, the authors provide evidence that does not support three core assumptions.

A Few Examples

1. Instead of having a primary love language, people gave high ratings to all of the love languages.

2. Analyses do not find consistent results for a five-factor structure.

3. High relationship satisfaction does not appear restricted to a love language match. Relationship satisfaction may be associated with all expressions of love.

The authors suggest a different metaphor in their abstract:

We offer an alternative metaphor that we believe more accurately reflects a large body of empirical research on relationships: Love is not akin to a language one needs to learn to speak but can be more appropriately understood as a balanced diet in which people need a full range of essential nutrients to cultivate lasting love. Impett et al., 2024

 

See Impett et al. (2024) for the evidence supporting their findings.

The concept of love fits in the E dimension of the SCOPES model. Thoughts about love and behavioral expressions fit in the C and O dimensions and reflect the common cognitive-affective-behavioral approach to human functioning. There are of course two important contextual basis for understanding love. The biological component of love is reflected in the P dimension and the relationship context in the S dimension. Finally, The S for the core Self is vital to understand how a person integrated their loving experience as part of their self-identity and self-esteem.

References

Bland, A. M., & McQueen, K. S. (2018). The distribution of Chapman’s love languages in couples: An exploratory cluster analysis. Couple and Family Psychology: Research and Practice, 7(2), 103–126. https://doi.org/10.1037/cfp0000102

Chapman, G. (2015). The 5 love languages. Chicago: Northfield.

Impett, E. A., Park, H. G., & Muise, A. (2024). Popular psychology through a scientific lens: Evaluating Love Languages from a relationship science perspective. Current Directions in Psychological Science, 0(0). https://doi.org/10.1177/09637214231217663

 Key words:  love, emotion, relationships

Note

Thanks to Richard Sima for his AP article (January 15, 2024) citing the work of Impett and her team.

Related posts

Five Love Languages Test

Sternberg’s Triangular Love Scale

 

One of Chapman's popular books- The Five Love Languages

 Please check out my website   www.suttong.com

   and see my books on   AMAZON       or  GOOGLE STORE

Also, consider connecting with me on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

 

Affect, Positive Affect, Negative Affect

In psychology, affect is a feeling or an emotion and part of a common triad of an attitude known as CAB for Cognition, Affect, and Behavior. In this usage, affect is a noun.

Two dimensions of affect are common: positive affect and negative affect.

Positive affect may include feelings of joy, contentment, engagement, and pride. Positive affect may be experienced when a goal is attained.

Negative affect may include anger, fear, anxiety, sadness, and depression. Negative affect may be experienced when people fail to achieve a goal.

In applied psychology, clinicians may also use the term, flat affect, to describe the lack of obvious emotion on a person's face or evident in their voice during a clinical interview especially in the context of a patient reporting a positive or negative emotional state.

Positive and Negative affect have been operationally defined in the Positive and Negative Affect Schedule (PANAS).

In the SCOPES model, affect is part of the emotional dimension (E).

Pronunciation: When used as a feeling state, affect is pronounced like AFF-fect. In contrast to the common meaning of affect as influence, which sounds like ah-fect.

Concept Confusion: Sometimes people confuse affect with effect. In psychology, affect may be used as a verb meaning to influence someone or something. An effect is the result of a cause but may also be used to produce change.

Cite this source

Sutton, G. W. (2021, September 22). Affect, positive affect, negative affect. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2021/09/affect-positive-affect-negative-affect.html

Author: Geoffrey W. Sutton

Emotional Intelligence EI (aka EQ)

 

Emotional intelligence is the ability to perceive emotional information and apply the information to evaluating, understanding, expressing, and regulating emotions in oneself and others. 

There were four abilities in the 1997 model developed by psychologists John D. Mayer and Peter Salovey:

1.to perceive and appraise emotions accurately

2. to access and evoke emotions when they facilitate cognition

3. to comprehend emotional language and use emotional information

4. to regulate one's own and others emotions to promote growth and well being

Psychologist Daniel J. Goleman expanded this work in a popular book

References

Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.

Mayer, J.D., Salovey, P. & Caruso, D.R. (2004). Emotional Intelligence: Theory, Findings, and Implications, Psychological Inquiry, 15:3, 197-215, DOI: 10.1207/s15327965pli1503_02

Measuring Emotional Intelligence

Rotterdam Emotional Intelligence Scale (REIS)