02A Lesson Proper for Week 1 (crim 3)

What is Behavior?
• It refers to the actions of an organism or system usually in relation to its environment.
• It is the response of the organism or system to various stimuli or inputs, whether internal or external,
conscious or subconscious, overt or covert, and voluntary or involuntary.
• It can also be defined as anything that you do that can be directly observed, measured, and repeated. Some
examples of behavior are reading, crawling, singing, holding hands and the likes.

What is Human Behavior?

• It is the range of actions and mannerisms exhibited by humans in conjunction with their environment,
responding to various stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert,
and voluntary or involuntary. Human behavior is influenced by many factors.

What is Human Development?

· It is the process of a person’s growth and maturation throughout their lifespan.
· It is concerned with the creation of an environment where people are able to develop their full potential, while
leading productive and creative lives in accordance with their interests and needs.
· Development is about the expansion of choices people have in order to lead lives they value.

Four Pillars of Human Development

1. Equity – It is the idea that every person has the right to an education and health care, that there must be
fairness for all.
2. Sustainability – it compasses the view that every person has the right to earn a living that can sustain him or
her, while everyone also has the right to access to goods more evenly distributed among populations.
3. Production – it is the idea that people need more efficient social programs to be introduced by their
governments.
4. Empowerment – it is the view that people who are powerless, such as women, need to be given power.
Theories of Child Human Development
A. Personality Theory
I. Psychoanalytic ( Sigmund Freud)
1. ID - It allows us to get our basic needs met.
• Freud believed that the id is based on the pleasure principle i.e. it wants immediate satisfaction, with no
consideration for the reality of the situation.
• It refers to the selfish, primitive, childish, pleasure-oriented part of the personality with no ability to delay
gratification.
• “true psychic reality”
2. EGO - Ego’s job is to meet the needs of the id, which taking into account the constraints of reality.
• acknowledges that being impulsive or selfish can sometimes hurt us, so the id must be constrained ( reality
principle)
• It is the moderator between the id and superego which seeks compromises to pacify both. It can be viewed as
our “sense of time and place”
3. SUPEREGO – ( Conscience of Man ) –
• It develops during the phallic stage as a result of the moral constraints placed on us buy our parents.
• It is generally believed that a strong superego serves to inhibit the biological instincts of the id (resulting in a
high level of guilt), whereas a weak superego allows the id more expression-resulting in a low level of
guilt. Superego internalizes society and parental standards of “ good” and “bad”, “right” and “wrong”

https://www.simplypsychology.org/personality-theories.html
Level of Awareness (by: Sigmund Freud)
1. Conscious Level – It consists of whatever sensations and experiences you are aware of at a given moment of
time.
2. Preconscious Level – This domain is sometimes called “available memory” that encompasses all experiences
that are not conscious at that moment but which can easily be retrieved into awareness either spontaneously or
with a minimum of effort.
3. Unconscious Level – it is the deepest and major stratum of the human mind. It is the storehouse for primitive
instinctual drives plus emotion and memories that are so threatening to the conscious mind that they have been
repressed,
Psychosexual Stages (by; Freud)
1. Oral Stage (0-18 Months) - This is the first psychosexual stage in which the infant’s source of id gratification
is the mouth.
• Infant gets pleasure from sucking and swallowing. Later when he has teeth, infant enjoys the aggressive
pleasure of biting and chewing.
• A child who is frustrated at this stage may develop an adult personality that is characterized by pessimism,
envy and suspicion.
• The overindulged child may develop to be optimistic, gullible, and full of admiration for others.
2. Anal Stage ( 18 Months – 3 Years ) - conflict between the id, which derives pleasure from the expulsion of
bodily wastes, and the superego which represents external pressure to control bodily functions.
• If the parents are too lenient in this conflict, it will result in the formation of an anal expulsive character of the
child who is disorganized, reckless and defiant. Ex: toilet training
3. Phallic Stage ( 3-6 years ) - Genitals become the primary source of pleasure.
• Child’s erotic pleasure focuses on masturbation, that is, on self-manipulation of the genitals.
• Develops a sexual attraction to the parent of the opposite sex; boys develop unconscious desires for their
mother and become rivals with their father for her affection.
a. Oedipus Complex – this refers to an instance where in boys build up a warm and loving relationship with
mothers ( mommy’s boy )
b. Electra Complex – this refers to an occasion where in girls experience an intense emotional attachment for
their fathers ( daddy’s girl )
1. Latency Stage ( 6-11 years ) - sexual interest is relatively inactive in this stage. Sexual energy is going
through the process of sublimation and is being converted into interest in schoolwork, riding bicycles playing
house and sports.
2. Genitals Stage ( 11 years on ) - refers to the start of puberty and genital stage;
• There is renewed interest in obtaining sexual pleasure through the genitals.
• Masturbation often becomes frequent and leads to orgasm for the first time.
• Sexual and romantic interests in others also become a central motive. Interest now turns to heterosexual
relationships.

https://www.simplypsychology.org/personality-theories.html

Freud Psychosexual Theory believes that we are born with two basis instincts:
1. Eros – This is named after the Greek god for love. Eros includes the sex drives and drives such as hunger and
thirst.
2. Thanatos – This is named after Greek god death. This includes not only striving for death but also destructive
motives such as hostility and aggression. These drives highly influence the personality of a person.
3. TRAIT – refers to the characteristics of an individual,describing a habitual way of bahaving, thinking, and
feeling.
KINDS OF TRAITS ( by: Allport )

http://detsndt.ac.in/nmeict-files/nmeict-los/edupsycho/ep16/16.2.1/

Trait Theory ( by Gordon Allport )

1. Cardinal Trait – this is the trait that dominates and shapes a person’s behavior.
2. Central Trait – this is a general characteristic found in some degree in every person.
3. Secondary Trait – these are characteristics seen only in certain circumstances
(such as particular likes or dislikes that a very close friend may know ).
4. Common Traits – personality traits that are shared by most member of a particular culture.
5. Individual Traits – personality traits that define a person’s unique individual qualities.

https://positivepsychology.com/big-five-personality-theory/

https://www.google.com/search?
q=PERSONALITY+TRAITS+BY+EYSENK&sxsrf=ALeKk01S5HM9oFQRO7fcCBZNXvK1mDVwvw:1596
446514584&sour ;
ce=lnms&tbm=isch&sa=X&ved=2ahU

PERSONALITY TRAIT ( BY EYSENCK )

1. Extrovert – it refers to a person that is sociable, out-going, and active
2. Introvert – it refers to a person that is withdrawn, quiet, and introspective.
3. Emotionally Unstable – it is a trait that is being anxious, excitable, and easily disturbed.
02A Lesson Proper for Week 2

To understand fully the lesson for today, read silently the material.
What is Temperament ?
• refers to the fundamental groundwork of character, generally presumed to be biologically determined and
existent early in life, inclusive of traits like emotional reactiveness, energy level, reaction tempo, and motivation
to explore.
Four Types of Temperament
1. Melancholic – sad, gloomy 3. Phlegmatic – sluggish, calm
2. Choleric – hot-tempered, irritable 4. Sanguine – cheerful, hopeful

Source https://www.vectorstock.com/royalty-free-vector/temperament-types-infographics-vector-20768542

Psychological Theory of Development Erik Erikson Stages of Human Development

https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

The theory describes eight stages through which a healthy developing human should pass from infancy to late
adulthood. In each stage the person confronts, and hopefully masters, new challenges. Each stage builds on the
successful completion of earlier stages. The challenges of stages not successfully completed mat be expected to
reappear as problems in the future

Piaget’s Theory
Four Stages of Cognitive Development

https://www.pinterest.ph/pin/384565255656960550/
Jean Piaget’s theory of cognitive development suggests that children move through four different stages of
mental development. His theory focuses not only on understanding how children acquire knowledge, but also
on

understanding the nature of intelligence. Piaget believed that children take an active role in the learning
process, acting much like little scientists as they perform experiments, make observations, and learn about the
world. As kids interact with the word around them, they continually add new knowledge, build upon existing
knowledge, and adapt previously held ideas to accommodate new information.
Lev Vygotsky’s Sociocultural and social Development Theory

Vigotsky’s theory is one of the foundations of constructivism. It asserts three major themes regarding social
interaction, the more knowledgeable other, and the zone of proximal development. Social development theory
argues that social interaction precedes development; consciousness and cognition are the end product of
socialization and social behavior.

https://www.cleverism.com/kohlbergs-theory-of-moral-development/
The theory of moral development by Lawrence Kohlberg is made us understand that morality starts from the
early childhood years and can be affected by several factors. Kohlberg ideas started from the research he
performed with very young children as his subjects. He found out that children are faced with different moral
issues, and their judgments on whether they are to act positively or negatively over each dilemma are heavily
influenced by several factors. In each scenario that Kohlberg related to the children, he was not really asking
whether or not the person in the situation is morally right or wrong, but he wanted to find out the reasons why
these children think that character is morally right or not. Social Interaction plays a fundamental role in the
process of cognitive development.

Bio Ecological Theory ( Urie Bronfenbrenner )

This is known the Human Ecology Theory, the ecological system theory states that human development is
influenced by the different types of environmental systems.
This theory helps us understand why we may behave differently when we compare our behavior in the presence
of our family and our behavior when we are in school or at work.
 https://supersonickidz.wordpress.com/2011/06/21/environmental-influence-in-child-development-
bronfenbrenners-ecological-theory/

02A Lesson Proper for Week 3

Abnormal behavior

· It is any behaviour that deviates from what is considered normal.

· There are four general criteria that psychologists use to identify abnormal behaviour: violation of social
norms, statistical rarity, personal distress, and maladaptive behaviour.

Psychopathology

· It is a term which refers to either the study of mental illness or mental distress or the manifestation of
behaviours and experiences which may be indicative of mental illness or psychological impairment.

The "4 D's" of Abnormality

1. Distress

• This is when behaviour causes anxiety, bad feelings or other negative feelings for either the person or others
who come in contact with them.

• Example: Mary is feeling down, doesn't feel like she can even get out of bed, hasn't bathed in four days and
won't respond to texts from her friends.

2. Danger

• Behaviours are the detrimental to the person or people around them.

• Example: During his manic phases of bipolar disorder, Juan will often go to the casino and bet his rent money
on roulette, not caring that if he loses he won't be able to pay for his apartment.

3. Deviance

• There are two different types: statistical and social. Statistical deviance means that the behaviour does not
occur often in society. Social deviance means that most people in the community find the behaviour to be
"odd". Neither of these by themself is enough for something to be abnormal.

• Example: Only one out of every hundred people will get a advanced (doctoral) degree, making them
statistically deviant. However, we wouldn't call that abnormal. However, one out every thousand people howl
at the moon (this is made up!), and that fact would add to the abnormality.

4. Dysfunction

• This is the point at which a person has a significant impairment in a life area, such as work, home,
interpersonal or social life is impaired. In the addictions world, this is often called "hitting rock bottom". A
person can deal with a lot of danger and deviance, but once they become dysfunctional, they often see (or others
can see) that they need outside help.

MODELS OF
ABNORMALITY

http://aspsychologyblackpoolsixth.weebly.com/explanations-of-abnormality.html

IDENTIFICATION OF ABNORMAL BEHAVIOR

1. Deviation from Statistical Norm- most of the people fall within the middle range of intelligence, but a few are
abnormal stupid.

a. Intelligence –statistically abnormal for a person to get a score about 145 on IQ test or to get a score below
35, but the lowest score is considered abnormal.

b. Anxiety – person who is anxious all the time or has a level of anxiety.

2. Deviation from Social Norm – every culture has certain standards for acceptable behavior; behavior that
deviates from that standard is considered to be abnormal behavior.

3. Maladaptive behavior – it is how the behavior affects the well-being of the individual, or social group.

(ex. Paranoid individual, attempting suicide person )

a. Maladaptive to one’s self- It is the inability of a person to reach goals or to adapt the demands of life.

b. Maladaptive to Society – refers to a person’s obstruction or disruption to social group functioning.

4. Personal Distress – considers abnormality in terms of the individual’s subjective feelings, personal distress,
rather than his behavior.

5. Failure to Function Adequately – a person considered abnormal if they are unable to cope with the demands
of everyday life.
- Suffering

- Maladaptiveness ( danger to self )

- Vividness and unconventionality ( stands out)

- Unpredictably and loss of control

- Irrationality/ incomprehensibility

- Causes observer discomfort

- Violates moral/social standards

6. Deviation from Ideal Mental Health – the six criteria which mental health could be measure:

- Positive view of the self,

- Capability for growth and development

- Autonomy and independence

- Accurate perception of reality

- Positive friendships and relationships

- Environmental mastery ( able to meet the varying demands of day-to-day situations )

SYMPTOMS OF ABNORMAL BEHAVIOR

1. Long Periods of Discomfort

2. Impaired Functioning

3. Bizarre Behavior

4. Disruptive Behavior

MENTAL DISORDER

• It refers to the significant impairment in psychological functioning.

• also called mental illness or psychiatric disorder

Mental Retardation (MR)

• It refers to substantial limitations in present functioning. It starts before age 18 and is characterized by
significantly sub average intellectual functioning, existing concurrently with related limitations in two or more
of the following applicable adaptive skill areas: communication

• self-care
• home living

• social skills

• community use

• self-direction

• health and safety

• functional academics

• leisure

• work

Traditionally, MR has been classified into 5 categories:

• mild MR – IQ from (50-55) to 70

• moderate MR – IQ from (35-40) to (50-55)

• severe MR – IQ from (20-25) to (35-40)

• profound MR – IQ below (20-25)

• MR, severity unspecified – this is diagnosed when there is a strong suspicion of MR, but the individual cannot
be tested with standardized intelligence tests.

CAUSES AND SYMPTOMS OF MR

• Various genetic disorders (e.g. Down’s Syndrome, phenylketonuria)

• Certain maternal infections during pregnancy (e.g. rubella)

• Mother who abuses substances such as alcohol during pregnancy

• Certain psychosocial conditions (e.g. problems with caregiving, low socioeconomic status, low parental
education)

• Maternal exposure to various drugs (e.g. thalidomide, valproic acid)

• Maternal exposure to environmental chemicals (discussed in detail later)

Prevention of MR

• Immunization against diseases

• Paediatric care
• Screening ( critical, undernourished

• New born screening

• Good prenatal care

Intelligence Tests to Measure Learning Abilities and Intellectual Functioning

1. Standard - Binet Intelligence Scale 4. Kaufman Assessment for Children

2. Wechsler Intelligence Scales

3. Wechsler Preschool and Primary Scale of Intelligence

02A Lesson Proper for Week 4
Directions: Read the summary of the video about Criminal Intelligence.

Criminal Intelligence is information compiled, analyzed, and/or disseminated in an effort to anticipate,

prevent, or monitor criminal activity. The United States Army Military Police defines criminal
intelligence in more detail; criminal intelligence is information gathered or collated, analyzed,
recorded/reported and disseminated by law enforcement agencies concerning types of crime,
identified criminals and known or suspected criminal groups. It is particularly useful when dealing with
organized crime. Criminal intelligence is developed by using surveillance, informants, interrogation,
and research, or may be just picked up on the "street" by individual police officers.

LET’S BEGIN!

CRIMINAL BEHAVIOR

· It refers to conduct of an offender that leads to and including the commission of an unlawful act.

· It refers to behavior, which is criminal in nature; a behavior which violates the law.

According to Goldoozian, for Human behavior to be considered as a crime, three elements are
necessary:

1. Legally, the criminal act should be prohibited by law.

2. Materially, the criminal act should be executed or realized.

3. Spiritually, the criminal act should be accompanied by criminal intention or guilt. These 3 elements
must be present for an act to be labeled as a crime.

ORIGIN OF CRIMINAL BEHAVIOR

1. Biological Factor – heredity as a factor implies that criminal acts are unavoidable, inevitable
consequences of the bad seed or bad blood. It emphasizes genetic predisposition toward antisocial
and criminal conduct.

2. Personality Disorder Factor – a factor which refers to an act that exhibits a pervasive pattern of
disregard for and violation of the rights of others that begins in childhood or early adolescence and
continues into adulthood such as Anti-Social Personality Disorder (Psychoanalytic Theory- Sigmund
Freud )

3. Learning Factor – explains that criminal behavior is learned primarily by observing or listening to
people around us. The following are related learning theories; to wit:
a. Different Association Theory ( Edwin Sutherland )

b. Imitation Theory ( Gabriel Tarde )

c. Identification Theory ( Daniel Classer )

4. Biological Approach – points to inherited predispositions and physiological process to explain

individual differences in personality. It is a perspective that emphasizes the role of biological
processes and heredity as the key to understanding behavior.

5. Humanistic Approach – identifies personal responsibility and feelings of self-acceptance as the

key causes of differences in personality. This perspective focuses on how humans have evolved and
adapted behaviors required for survival against various environmental pressures over the long course
of evolution.

6. Behavioral / Social Learning Approach- It explains consistent behavior patterns as the result of
conditioning and expectations. This emphasizes the role of environment in shaping behavior.

· Behavioral Personality Theory – It is a model of personality that emphasizes learning and

observable behavior.

· Social Learning Theory - It is an explanation of personality that combines learning principles,

cognition, and the effort of social relationships.

· Self – reinforcement – this is the praising or rewarding oneself for having made a particular
response.

· Identification – it is a feeling from which one is emotionally connected to a person and a way of
seeing oneself as himself or herself. The child admires adults who love and care for him/her and this
encourages imitation.

7. Cognitive Approach – looks at differences in the way people process information to explain
differences in behavior. This perspective emphasizes the role of mental process that underlies these
behaviors.

HUMAN INTELLIGENCE

· mental quality that consists of the abilities to learn from experience, adapt to new situations,
understand and handle abstract concepts, and use knowledge to manipulate.

Stanford–Binet Fifth Edition (SB5) classification[5]

IQ Range ("deviation
IQ Classification
IQ")
145–160 Very gifted or highly advanced
130–144 Gifted or very advanced
120–129 Superior
110–119 High average
90–109 Average
80–89 Low average
 70–79 Borderline impaired or delayed
55–69 Mildly impaired or delayed
Moderately impaired or
40–54
delayed

20 – 49 Imbecile - Severe

Below 20 Idiot - Profound

CRIMINAL LAW AND INTELLIGENCE

What does the M’ Naghten rule mean?

M'Naghten Rule is a test applied to determine whether a person accused of a crime was sane at the
time of its commission and, therefore, criminally responsible for the wrongdoing. The M'Naghten rule
is a test for criminal insanity.

It is a test for criminal insanity. Under the M'Naghten rule, a criminal defendant is not guilty by reason
of insanity if, at the time of the alleged criminal act, the defendant was so deranged that she did not
know the nature or quality of her actions or, if she knew the nature and quality of her actions, she was
so deranged that she did not know that what she was doing was wrong.

You may visit the link: https://www.youtube.com/watch?v=t8_PhK3UOL8 for the related video.

The Durham Rule: The Basics

· According to the Durham Rule, a criminal defendant can't be convicted of a crime if the act was the
result of a mental disease or defect the defendant had at the time of the incident.

· It has often been referred to as the "product defect rule," but doesn't require a medical diagnosis of
mental illness or disorder. Federal courts and all but one state court rejected it for being too broad.
For example, drug addicts were able to use the defence to successfully avoid conviction for crimes
related to their addiction.

You may visit the link: https://www.youtube.com/watch?v=u2Pax5WfDaM for the related video.

The Durham Rule or "product test" was adopted by the United States Court of Appeals for the
District of Columbia Circuit in 1954, in the case of Durham v. U.S. (214 F.2d 862), and states that "...
an accused is not criminally responsible if his unlawful act was the product of mental disease or
defect". Durham was later overturned in the case U.S. v. Brawner, 471 F.2d 969 (1972). After the
1970s, U.S. jurisdictions have tended to not recognize this argument as it places emphasis on
"mental disease or defect" and thus on testimony by psychiatrists and is argued to be somewhat
ambiguous.
WHAT Is ALI “Substantial Capacity” Test?

· ALI test is a test established by the American Law Institute Model Penal Code which provides that a
defendant would not be criminally responsible for conduct if "as a result of mental disease or defect,
he lacked substantial capacity either to appreciate the wrongfulness of his conduct or to conform his
conduct to the requirements of the law." [United States v. Brown, 326 F.3d 1143, 1146 (10th Cir.
2003)].

THE REVISED PENAL CODE-

· Article 12 of the Revised Penal Code exempts an insane person from criminal liability, except if the
person "acted during a lucid interval."

· The latest known success of an insanity plea in the Philippines was decided by the Supreme
Court just last year, when the High Court reversed judgment and acquitted Solomon ...Mar 26, 2017

You may visit the link: https://www.youtube.com/watch?v=0b3zhKuOsYE for the related video about

article 12: Circumstances which exempt from criminal liability.

The Revised Penal Code

· It contains the general penal laws of the Philippines. First enacted in 1930, it remains in effect
today, despite several amendments thereto. 3815 and some Philippine criminal laws have been
enacted outside of the Revised Penal Code as separate Republic Acts.

· Enacted by: Governor-General of the Philippine

· Enacted on: December 8, 1930

· Republic Act 9344 otherwise known as Juvenile Justice and Welfare Act of 2006, as amended by
Republic Act 10630, raised the criminal exemption from 9 to 15 years old. In addition, a person of this
age is totally exempted, whether he/she acted with or without discernment during the commission of
crime.
2A Lesson Proper for Week 5
CRIM3-WK5-DEVELOPMENT OF THE LESSON

CLICK THE ATTACHED FILE ABOVE AND DOWNLOAD THE LESSON.

EMOTION

· It is a complex psychological phenomenon which occurs as animals or people live their lives.

· It is an intense feeling that is directed at someone or something.

THEORIES OF EMOTIONS

EMOTIONAL INTELLIGENCE ( EI )

· It is the area of cognitive ability that facilities interpersonal behavior.

· It is the capacity to understand and manage emotion.

· Goleman described it as a person’s ability to manage his feelings so that those feelings are
expressed appropiately and effectively.

· Mayer and Salovey said it is the ability to percieved emotion, integrate emotion to facilitate
thought, understand emotions, and to regulate emotions to promote personal growth.

1. Humanistic Approach – This approach identifies personal responsibility and feelings of self-
acceptance as the key causes of differences in personality. This perspective focuses on how humans
have evolved and adapted behaviors required for survival against various environmental pressures
over the long course of evolution.

2. Behavioral / Social Learning Approach- It a consistent behavior patterns as the result of

conditioning and expectations and emphasize the role of environment in shaping behavior.

· Behavioral Personality Theory – it is a model of personality that emphasizes learning and

observable behavior.

· Social Learning Theory - it is an explanation of personality that combines learning

principles, cognition, and the effects of social relationships.

FIVE COMPONENTS OF EMOTIONAL INTELLIGENCE by:Goleman

EMOTIONAL INTELLIGENCE AND CRIMINAL BEHAVIOR

( Research Based )

1. The group of convicted offenders obtained significantly lower scores on all the domains of MEII
( Mangal Emotion Intelligence Inventory ) Researchers concluded that the convicted offenders’ group
had significantly lower EI compared to normal subjects.

2. Emotional intelligence is deeply related to aggression and offending.

3. Persons with high EI levels are more able to moderate their emotions and are less impulsiv.
Individuals with low EI levels are more prone to risky behavior.

4. A reduce capacity to regulate emotions could possibly maintain offending pattern of behavior in
vriminals.

5. A reduced capacity to regulate anger, desire, and sexual arousal may result in an assault, theft,
and sexual assault, respectively.

6. Some recent studies, consistently report EI deficits in criminals.Some studies indicate that
offenders are deficient in subcomponents of EI such as social problem-solving, emphaty, social
competency, flexibility, impulse control, and self-regard.

CONFLICT

· It is a stressful condition that occurs when a person must choose between incompatible or
contradictory alternatives.

· It is a negative emotional state caused by an inability to choose between two or more

incompatible goals or impulse.

· Is the state in which two or more motives cannot be satisfied because they interfere with one
another.

CRIME AND CONFLICT

Criminal bahavior as an indicator of conflit within the person, emphasizing either:

a. Failure to resolve tensions generated in the course of interaction between the organism and
human figures in its environment and,

b. Tensions generated by person’s inability to satisfy the contradictory expectations of others, or

else to mobilize the resources needed to perform a role assigned to him.

FUNCTIONAL VERSUS DYSFUNCTIONAL CONFLICT

a. Dysfunctional Conflict – There is dysfunctional conflict if conflict disrups, hinders job

performance, and upsets personal psychological functioning.
b. Functional Conflicts – there is functional conflict if conflict is responsive and innovative aiding in
creativity and viability.

THEORIES OF EMOTION

1. James- Lange Theory by: William James and Carl Lange – This theory states that emotion
results from physiological states triggered by stimuli in the environment, Emotion occurs after
physiological reactions. “ the perception of bodily changes as they occur is the emotion”.

2. Cannon-Bard Theory by: Philip Bard and Walter Cannon – This theory suggests that people
feel emotions first and then act upon them, a theory that emotion and physiological reactions occur
simultaneously.These actions include changes in muscular tension, perspiration, etc.

A short summary of the Cannon-Bard Theory of emotion subjective emotion and physiological
response occur simultaneously due to signals sent from the Thalamus.

3. Two Factor Theory – it wa provided by Schachter & Singer, in which they posited that emotion
is the cognitive interpretation of a physiological response, this remains the best formulation of
emotion. Most people consider this to be the “common sense” theory to explain physiological
changes and as a result of their emotion.

The Two-Factor Theory of Emotion is a theory that was proposed by researchers Stanley Schachter
and Jerome E. Singer. There are two key aspects that take place in this theory: 1) physical arousal of
the nervous system, and 2) cognitive interpretation of that arousal. Schachter and Singer state that in
order for a person to feel an emotion, both of these factors need to be take place. Only after there is a
physiological arousal and a cognitive process, are we able to undergo an emotional experience.