Emotions
Senior 6 · Psychology
Emotions
Lesson 2 of 5
25 min
Common sense says that you see a snake, feel afraid, and therefore your heart races and you jump back. In 1884 the American psychologist William James turned this order upside down. In his article "What is an emotion?" he wrote that "we feel sorry because we cry, angry because we strike, afraid because we tremble". More than a century of research has gone into testing that bold claim and the theories that answered it. Each theory gives a different answer to two questions: what order do the parts of an emotion come in, and how much does thinking matter?
Definition
Physiological theory of emotion: a theory in which bodily changes are the main cause or content of an emotion (James–Lange).
Cognitive theory of emotion: a theory in which thoughts, labels or appraisals determine which emotion is felt (Schachter–Singer, Lazarus).
Cognitive appraisal: a person's evaluation of what an event means for his or her well-being. Example: deciding that a teacher's frown means "I am in trouble".
Misattribution of arousal: wrongly crediting bodily arousal to the wrong cause, for example thinking that a racing heart after climbing stairs is attraction to the person you meet at the top.
William James (1884) and, independently, the Danish physician Carl Lange (1885) proposed that an event first triggers bodily changes, and that the emotion is our perception of those changes. Without the racing heart and trembling, James argued, fear would be only a cold judgement that danger is present.
The physiologist Walter Cannon, later with Philip Bard, attacked the James–Lange theory. He argued that:
Cannon and Bard proposed instead that the thalamus sends signals at the same time to the cortex (producing the feeling) and to the body (producing arousal). Evaluation: the idea that feeling and arousal arise in parallel was an advance, but the thalamus is not the "emotion centre": structures such as the amygdala, hypothalamus and prefrontal cortex are involved. And arousal patterns are not completely identical across emotions: Robert Levenson and colleagues found some differences, for example in heart rate and skin temperature, although later reviews show these patterns are inconsistent from study to study.
Figure 1. Four theories of emotion applied to the same event. The theories disagree about the order: does the body come first (James–Lange), together with the feeling (Cannon–Bard), before a label (Schachter–Singer), or after an appraisal (Lazarus)?
Stanley Schachter and Jerome Singer proposed that an emotion needs two factors: general physiological arousal, and a cognitive label that explains it. The same pounding heart becomes fear beside a snake and excitement at a football final.
The experiment. 184 male university students were told they were testing a vitamin ("Suproxin"). Most were injected with adrenaline, which raises arousal; a control group received a placebo. Some were told the true side effects (racing heart, trembling); others were told nothing or were misinformed. Each then waited with a confederate (an actor) who behaved either euphorically (playing with paper balls and a hula hoop) or angrily (complaining about an insulting questionnaire). Participants who had no correct explanation for their arousal tended to "catch" the confederate's mood more than those who knew it was the injection.
Evaluation.
Richard Lazarus (1966, 1991) argued that appraisal comes first and determines the emotion. In primary appraisal we ask, "Does this matter to me? Is it a threat, a loss or a challenge?" In secondary appraisal we ask, "Can I cope with it?" Fear follows "threat, and I cannot cope"; challenge and even excitement can follow "threat, but I can cope".
Support: Joseph Speisman, Lazarus and colleagues (1964) showed people the same unpleasant film of a painful initiation ritual with different soundtracks. A soundtrack that stressed the pain produced more physiological stress than one that described the scene calmly and from a distance. Against: Robert Zajonc (1980, 1984) argued that some feelings arise before any thought, for example liking things simply because we have seen them before. Joseph LeDoux (1996) found a fast route for fear in rats, from the thalamus straight to the amygdala, which can trigger a fear response before the cortex has identified the danger. Most psychologists now accept both: some emotional reactions are very fast and automatic, while appraisal shapes most of our everyday emotional life.
The facial feedback hypothesis is a modern relative of James–Lange: making a facial expression should strengthen the matching emotion. Fritz Strack, Leonard Martin and Sabine Stepper (1988) had people hold a pen in their teeth (forcing a smile-like expression) or in their lips (preventing one) while rating cartoons; the "smiling" group rated them as funnier. But in 2016 a Registered Replication Report run across 17 laboratories (Wagenmakers and colleagues) found no effect. A large international study, the Many Smiles Collaboration (Coles and colleagues, 2022), then found that deliberately posing a smile produced a small increase in reported happiness, while the pen method again showed no clear effect. Conclusion: facial feedback probably exists but is small, and the famous pen study is not reliable evidence for it.
Lisa Feldman Barrett's theory of constructed emotion (2017), which you met in the last lesson's video, can be read as a descendant of the two-factor idea: the brain uses past experience and context to make sense of bodily sensations, and the meaning it constructs is the emotion. Critics reply that it underplays evidence for evolved, partly universal emotion systems. The debate is open.
CrashCourse: "Feeling All the Feels: Crash Course Psychology #25" (about 10 minutes). It covers James–Lange, Cannon–Bard and Schachter–Singer, and the debate between Zajonc and Lazarus. As you watch, sketch each theory as a short flow of arrows.
Warning
Don't present Schachter and Singer's results as settled. Exam answers often describe the "Suproxin" study as if it proved the two-factor theory. It did not: its effects were weak and replications failed. Describe what it found, then evaluate it.
Tip
Order the arrows. James–Lange: body → feeling. Cannon–Bard: body + feeling together. Schachter–Singer: body + label → feeling. Lazarus: appraisal → feeling and body. Draw the four flows from memory before an exam; most questions on this topic are about the order.
Important
Discuss. A student's heart is pounding as she waits to give a speech at the school assembly. Use two different theories to explain what she feels, and say which explanation you find more convincing, and why.
Practice
Sources and credits
Written by Ganzaa: the text, the diagram (Figure 1) and the exercises.