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The Brain Creates Emotions Discussion Essay Project
The Brain Creates Emotions Discussion Essay Project
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Brain Creates Emotions Discussion Essay Project
Once you have a general understanding of the content from the chapter, please watch the 18-minute TED Talk “You Aren’t At the Mercy of Your Emotions—Your Brain Creates Them” by psychology professor, Dr. Lisa Feldman Barrett: https://www.youtube.com/watch?v=0gks6ceq4eQ
What are two of the most important ideas presented by Feldman Barrett? How does your personal experience support or contradict these research claims? How can you apply these concepts to improve your communication in your own life? (Give specific examples of how you might actually be able to use this information to strengthen your emotional well-being and communication patterns.)
Give me a comment that you agreed about for each of them please:
1 One important takeaway from Dr. Feldman Barrett’s presentation is that emotions are not absolute truths. Instead, they are based on predictions and guesses that happen in our minds. Another important takeaway is that we have some amount of control over our emotions. This is because how we interpret our body signals can alter emotions.
The example she gives for this in the talk is people with test anxiety learning to interpret nervous signals as signs of being pumped up and determined instead. I’ve never purposefully tried to change my interpretation of my emotions, but I have experienced that sometimes my emotions are a result of how I am thinking about physical sensations.
For example, if my heart starts racing, I will assume that I am nervous, but sometimes I’m not actually nervous about anything and this is just a result of drinking too much caffeine. I think that I could apply these concepts to my life by changing the way that I think about and interpret emotions.
For example, when I get nervous about meeting new people, I could reinterpret that as excitement. I could also make sure I am conscious of potential physical explanations for my emotions. If I think I am irritated, I could consider whether I am hungry or overheated.
- The two key ideas from Professor Feldman Barrett’s TED Talk are that emotions are not set in stone in one’s brain and that individuals can learn to control their emotions.
This rings true in my experience. I used to work in customer service and in the service sector, when I first started working with unhappy customers was very difficult. While I never disagreed with a customer, it used to be really difficult, and my initial urge was to serve best the person who was the most vocal about their complaint. With more practice, I learned to take criticism and negative emotions less personally. Learning to take negative feedback less personally, more in stride demonstrates that emotions can change with practice and exposure.
I remember when I first started to drive, how nervous I was. My driving lessons were every Saturday morning for about two hours through the Dutch countryside. Sometimes traffic got very busy and I would get too nervous to make good decisions. However, I once had a driving instructor who observed, as we were driving through a particularly scenic patch of landscape, “rijden kan ook ontspanden worden [‘driving can also be relaxing’]”. This stuck with me and from then on, even though my driving didn’t improve immediately, viewing my driving lesson more as a start to the weekend ritual then a tour certainly improved my disposition. Whenever I am in a stressful, unfamiliar situation I try to ask myself “can this also be relaxing?”
The Brain Creates Emotions Discussion Essay Project
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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