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Emotions are learned, when a child is born he or she does not have the value of emotions. However, over time the child is able to learn different emotions and he or she learns how emotions operate. Social and emotional learning often involves the processes through which adults and children acquire and over time understand and are able to manage emotions (Izard, 1991). Human emotions can be analyzed by different perspectives, for example, in one sense emotions are often seen as being sophisticated as well as subtle. They are described as the epitome of what makes us human.
However, in another sense, human emotions can often be seen very similar to the responses that other animals display. It is of importance to understand that the emotions that humans have and the way they are often expressed often reflect the social environment that we exist in. Research has shown that emotions are often shaped by natural selection over time. It is imperative to understand that man is born with an emotional mechanism, however, just as a person is born with cognitive mechanism. However, at birth the emotional awareness of the child is tabula rasa. It is a man cognitive faculty, his mind as well as his determination and content for the person’s mind.
The man’s emotional mechanism can be described as an electronic computer, and the mind has to have a program and the programming consists of the different values that the mind chooses. However, the man’s mind can be described as automatic, his values like all the premises that he has can be described as a product of either his thinking or his different evasions; a man often chooses his values by conscious process of thought and sometimes accepts them by default through his subconscious associations. Therefore, emotions are often produced by a man’s premises and are often held consciously or even at times subconsciously implicitly or explicitly. In this regards, it can be seen that emotions are learned since man has no choice about his capacity to fell that something is either good for him or it is evil (Izard, 1991). However, it is imperative to understand that what the person will consider good or evil, what will give the person either pain or joy, love or hate, desire or fear is often dependent on the standard of value that the person chooses.
It the persons learns irrational emotions among the people that surround him or her then he or she often switches his or her emotional mechanism from the role of guardian to the role that can be described as the role of destroyer. In most of the cases, the irrational is often impossible, and therefore, it contradicts the different facts of reaity. The facts can never be altered by a wish and they can be destroys by a man who desires and pursues different contradictions. This therefore, can be described as a testament that indeed people choose values which are completely determinant on the experiences that people have in their everyday lives. People can choose to embrace or even deny the different emotions that they have felt and this has a big bearing on the actions that e have. It is therefore, possible that people can be able to alter, add, or even at times substitute on the emotions that they feel. This is a true testament that indeed people can be able learn emotions from others.
There are children that learn empathy from the time that they are small. They are indoctrinated into these emotions and they slowly learn from their caregivers or parents. For example, a child at a tender age might be taught to have empathy; this is the ability of the child to have feeling regarding someone else’s feelings. The children are taught to feel pity for others and to go ahead and help when it is needed. However, this is not always the case and the children that are not taught this important virtue end up being sociopathic.
Emotions can be described as elicited responses, however, it is often wondered whether or not emotions can be learned. This is because one can see one in a certain situation and after some time a similar situation comes to the person and the reaction is identical. This therefore, means that one has been able to unconsciously learned and consequently reacted the same way to the way the other person did.
The person can be said to have reacted in the same way because they saw it happen to other people. For example, one might see a person being scared of a cockroach and running away from it. The next time the person sees the cockroach he or she does not hesitate but instantly becomes scared because of the cockroach not because it is an inherent reaction but rather because it is a learned behavior that the person saw in another person. This clearly shows that the person learns behavior and emotions. The person learns how to feel because of the way he or she sees the way different people feel. This therefore, shows that indeed people learn behavior.
The phrase ‘boys don’t cry’ goes as far to show the extent to which it can be said that emotions are learned. Boys have often been told to hide their emotions and have been told to behave in a certain ways and avoid emotions such as affection, pity or even love. This therefore, goes to show that indeed emotions are learned and that is the reason boys are able to behave in a certain way as compared to others. Great things can be said to be born out of necessity (Chakraborty, 2008).
The 21st century has been able to shift the world in several dramatic ways, for example, children have been forced to face severe and catastrophic attacks such as 9/11, different traumas such as school shooting, illness like cancer and loss such as divorced parents. However, the children have reacted in different ways and have coped with the situation because of necessity. They have learned how to deal with their emotions and therefore, they have the potency to prepare the child psychologically for the life tests and trials that exist before they fulfill their potential.
Social and emotional learning often referred to as SEL is important as it is one of the tools that has been used after the knowledge of emotions are learned has been discovered. Social and emotional learning is a new filed that has been birthed in recent times after understanding that indeed emotion, intelligence and biology are to important components if one is to excel in education. The social and emotional learning agrees to the fact that indeed emotions are learned and that the right types of emotions should be taught to the right persons (Chakraborty, 2008). Children despite their age can be shown how to deal with extreme emotions such as fear, anger, anxiety and even hatred. They are able to be taught how to use these emotions in different lights, for example, they can be taught how to change love into hate or the other way round.
The SEL programs over time have proven that indeed children can be able to develop lifelong abilities such as self awareness, impulse control and different positive qualities such as compassion and empathy. Teachers in school in the 21st century are able to model emotional intelligence; they are able to create an emotional acceptance, creativity, which includes more than words such as creative projects and field trips. The creation of a social and emotional learning curriculum ind public schools as a part of the education reform initiative is enough testament to show that indeed persons have been able to accept that emotions are learned and therefore, the government had decided to increase emotional learning in schools.
A good example that emotions are learned can be seen from ‘emotionally aware parents’ this thought often shows that healthy and emotionally distressed children all often appear to benefit the SEL curriculum (Chakraborty, 2008). One of the researchers referred to as Carl Jung stated that if a parent ants to change something in his or child in regards to emotional awareness, then the parent must first examine and see whether or not it is something that the parent can change.
This is because when the parent changes, there is a very high chance that the student will change; this is because emotions are learned and the child often learns from the parents and the environment in regards to their emotional intelligence.
Square one is always to the parents, the way the parents nurture their children, the way they are spirited is often dependent on whether the parents are emotionally balanced. This therefore, goes to show that the parents are pivotal when it comes the learning of emotions to their children.
Majority of the children that have learning disabilities are known not to be emotionally unaware of what is happening. However, children are taught skill areas and they are taught to be emotionally aware, this shows that indeed persons often learn emotions. There are several academic implications that help in the improvement of involving reading or hearing a story and consequently understanding emotions of character and the plot. The emotions of the characters that the children learn in story books often learn influence their emotions and this therefore, shows that indeed the children are able to understand fully that emotions are learned.
In conclusion, emotions are learned because in certain situations children learn how to behave and the emotions that they elicit. This therefore, shows that indeed children learn emotions and that when they are born they have ‘tabula rasa’ their emotions are a clean slate. It is the emotions that they learn in life that are used in life. Therefore, it can be seen that indeed emotions are learned and they are not instilled in the child when he or she is born.
Chakraborty, A. (2008). Emotional intelligence. Berlin: Springer.
Izard, C. E. (1991). The psychology of emotions. New York: Plenum Press.
Human beings are born with five senses. The relationship between these senses allows human beings to function properly using their sensory perception. Sensory refers to impulse conveyance from the sensory organs to the brain (Barth, 2012). On the other hand, perception refers to an individual’s understanding of an event or occurrence using the sensory organs (Chaudhuri, 2011). Consequently, sensory perception refers to the process of understanding and noticing an event using the sensory organs. The paper aims at discussing sensory perception and responding to the question ‘can you trust your senses and interpretation of sensory data to give you an accurate view of the world?’
1. Reasons for believing in accuracy or inaccuracy of sensory information
During sensory perception, information perceived is first hand. The eyes perceive what is happening and interpretation takes place in the brain. While the sensory impulses are in the brain, the brain makes a computation of the movements observed and makes an individual understand the surrounding similarly, when the ear, one of the sensory organs perceives sound in the surrounding, interpretation takes place in the brain and the individual understands the surrounding. Therefore, since the streaming of information from sensory organs is first hand, it makes the sensory data accurate. Secondly, through the sense of smell, an individual can understand when there is a danger signal. Example, in the occurrence of smoke, there is a perception in the brain that there is a fire. Consequently, smell sensory data is accurate (Barth, 2012).
However, there are as well some reasons why sensory data is not accurate. Past experience can lead to inaccuracy in sensory data information. A prior experience with the sensory data can lead to inaccurate perception and understanding of the surrounding (Chaudhuri, 2011). Lastly, environment influences affect our data interpretation. As a result, despite relying on the sensory organs, environmental influence affects sensory interpretation.
2. Factors that contribute to sensory data accuracy
There are several factors leading to the accuracy of sensory data. Some of the common factors influencing the accuracy of the sensory data depend on the brain activity of an individual. State of mind (receptiveness of the person) is a contributing factor to the accuracy of sensory data. Example if an individual is mentally impaired or is suffering from a mental ill health condition, he might not be able to perceive the external stimuli effectively (Barth, 2011).
Secondly, nurture as well affects the accuracy of sensory information. This implies that environmental upbringing of an individual influences their perception. Example, an individual brought up in an indoor environment may not be able to perceive the wilderness’s environment (Barth, 2012).
Lastly, nature affects the accuracy of sensory information. Generally, an individual’s nature influences their sensory perception. Example, if an individual exposes him to fear and harsh noises, the individual will continuously shy off in cases of harsh noises and will opt to living in quiet environments (Barth, 2011).
3. Role of memory with regard to the interpretation and evaluation of sensory data
Sensory perception is not sufficient by itself in understanding the surrounding. It is important incorporating processes such as memory and imagination. Memory plays an important role in the evaluation and interpretation of sensory data. Through the stored memories in the brain of the stored emotions, an individual can perceive reality of the surrounding. In some cases, sensing-thinking interconnection has a high interrelation with the brain thinking. Sensing-thinking process begins with the sensory organs, then progresses to the additional sensory inputs in the brain where interpretation takes place and shapes the sensory impulses in the memory. Consequently, memory interpretation plays an important in sensory perception (Barth, 2011).
Barth, F. G., Patrizia, G.-D., & Klein, H.-D. (2011). Sensory perception: Mind and matter. Wien: Springer.
Chaudhuri, A. (2011). Fundamentals of sensory perception. Don Mills, Ont: Oxford University Press.
Barth, F. G., Giampieri-Deutsch, P., & Klein, H.-D. (2012). Sensory perception: Mind and matter. Wien: Springer.
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