Dimensions of excitement

Dimensions of excitement
The mental element senses emotion, that is, a mental experience that has both a meaning and a personal significance. Emotion is felt in terms of intensity and quality at the mental level. The functional element refers to the benefit of an individual when he experiences an emotion. It's evident without emotion in terms of evolution compared to other people. For example, imagine a person who has the potential of fear, interest or love, in terms of physical and social survival, in an unfavorable situation. The elements represent the social and emotional aspect. Our private experiences are expressed and transmitted through body language, namely gestures, voices, and especially facial expressions. So excitement affects our whole body. Our emotions and phenomenology, our chemistry and our muscular system, our desires and goals, and our relationship and interaction with others.
Biostatistics
This view holds that the emotions are based on the physical effects of the Lymebic neural pathways, neural tube and rebound patterns.
Cognitive View
This view holds that emotions arise from mental events such as evaluations, knowledge, and memory, when a person interprets the meaning of the events of the stimulus. Because things like drugs, electrical stimulation of the brain and the backbone activate the emotional state. It turns out that biological forces, without cognitive interference or emotional experience, experience emotional experience because individuals almost always interpret personal communication and the personal significance of events, so it turns out that cognitive forces also cause emotional experience.
In general there are some types of excitement?
The cognitive orientation emphasizes the main emotions, such as anger and fear, and lowlights the importance of secondary or acquiring excitement. The cognitive tendency accepts that the main emotions are important, but believes that the emotional experiences are interesting because of personal, social and cultural experiences. Ultimately, answering the above question depends on whether we are pro-cognitive or biologically different. Biosphere believes that humans have something between two and ten emotions. The cognitive view holds that humans have a much more diverse emotional treasure hub than the main emotions. These theorists say it is true that there are only a few neural circuits and body reactions such as war and escape, but how many different emotions can be caused by a biological response? For example, a physiological response, just like the rapid rise in blood pressure, can be the biological basis of anger Jealousy, or jealousy. From the functional point of view, emotions have evolved as biological responses to help us better off with the basic task of life, as we face the threat. In addition, emotions contribute to social goals. Emotions transfer our feelings to others, affect how others interact with us, invite us to social interaction, and play an important role in establishing interpersonal relationships, preserving and discontinuing it.
The Relationship between Emotional Intelligence and Creativity among Students
All emotions are basically shocks to action. There are immediate plans to save lives that gradually evolve in our being. According to Golman (1999), in recent research, the role of emotional intelligence in childhood with creativity is evident in choosing a job at a higher age. Creativity is also a process in which efforts are being made to develop potential talents. And it requires the ability and motivation to prepare for preparation. And there is an effort to achieve goals. If one has a good emotional understanding, he can take advantage of the changes in mood and emotional perceptions, and with such an understanding to handle and overcome with excitement. Meyer (1999)
We teach students with a goal, and that is their success in the field of education and work. But what is the criterion of success? Is the title only a scientific brain? In the past, the answer to this question was positive. But today, new ideas have been proposed that do not accept this view.
One of Gardner's Theory of Intelligence (1983), The Controversial Intelligence Theory (1998), Microsalevy (1990), whose success is not solely based on cognitive intelligence alone, and cognitive intelligence alone is not a criterion for individual success, and also depends on another factor called emotional intelligence. Researchers such as Peterson (1988) Gellman (1990) Evans (1977) argue that emotional intelligence can be far more important than general intelligence in achieving a person's success in various fields of study and career.