The Broaden and Build Theory of Positive Emotions - 1

Positive emotions are important in people's lives.  However, we generally have the habbit of giving more importance to the negative emotions.
Positive emotions are not just signals of the absence of negative emotions.  They are the force within us that could help us even during the demands that challange survival.
The theory is a multifaceted model of positive emotions.  The facets shall be presented as five hypotheses
1. Broaden hypothesis
2. Build hypothesis
3. Undoing hypothesis
4. Resilience hypothesis
5. Flourish hypothesis
(Please visit www.ncbi.nlm.nih.gov/pmc/articles/PMC3156609)
Broaden hypothesis
     Positive emotions broaden momentary thought-action repertoirs.  This broadening will wider range of thoughts and actions one is likely to pursue.  Hence, individuals who feel positive emotions will be able to see more possibilities. Negative emotions will narrow momentary thought action repertoirs.  Individuals with negative emotions are similar to those who have tunnel vision.  Range of possibilities will get narrowed.  Body will be prepared to take specific action - be ready to fight or flight - for the immediate survival.  Such an evolutionary instinct need not have a long term objective.  Broadening effect can also act in evolutionary perspective in life threatening circumstances.  It can lead to long term survival possibilities.
     In a study conducted by Fredrickson & Brangan (2005), a sample of five groups of subjects were exposed to different affects using video-shows.  One group was shown the video of penguins playing to induce joy.  The second group was exposed  to various nature scenes to induce contentment.  The third group was exposed to a video, in which a gang of men taunted an Amish family.  The fourth group was exposed to video of mountain climbers who is hanging precariously from the edge of mountain, in order to elicit fear.  The last group was shown a screen saver, of coloured sticks piling up on one another, as a neutral stimulus.  After viewing the video clips, the participants completed a series of global local processing task.  The task included a standard figure and two comparison figures.  Viewing the standard figure, the participants have to decide which of the two comparison figures was most like the standard figure.  The global response option represented more broadened thinking.  Participants in positive emotions (those who were exposed to video of penguins playing and to nature scenes) chose the global options more often in comparison with neutral or negative emotion condition.
     In another study after these movie clips, participants were asked to list the powerful emotions they felt, right at the moment.  For the purpose, a hand out, with 20 blank lines with the statement, "I would like to -----" were given to all the participants.  After that, the number of sentences completed was tallied.  The more the sentences completed, the broader will be the thought actions repertoirs.  Particiipants in positive emotions filled more number of blanks when compared to the participants who were exposed negative affect eliciting and neutral movies.
Build hypothesis
     When the momentary thought action repertoirs are broadened, a variety of personal resources are built up.
1. Physical resources such as co-ordination, cardiovascular health and muscle strength
2. Social resources such as friendship, social skills and support
3. Intellectual resources such as knowledge and problems solving
4. Psychological resources such as creativity, optimism and resilience.
     Positive emotions may be transient, but the personal resources gained out of these positive motions are lasting.  For instance when children play, they typically experiences positive emotions such as joy, happiness and contentment.  Play can also lead to acquisition of physical strength.  Socila bonds with the play-mates will get strengthened.  Children will learn and follow the rules of game and team work.  All these resources will be lasting even after the experience of positive emotions.  Later in life, these resources can be called upong during another stressful situation.
     Studies indicate that securely attached children are more resourseful, flexible and perseverent when it comes to problem solving in comparison to their insecurely attached peers.  Securely attached adults also show superior intellectual resources.  the are more curious and open to new information.  People learn faster and demonstrate improvements in intellectual performance when in a positive emotional state in comparison to neutral or negative emotional states. According to Boulton and Smith (1992), Juvenile play of many mammals has been linked with specific survival maneuvers they utilize later.  For instance, rats those were deprived of the ability to engage in play as juveniles were slower to learn a complex motor task in comparison to rats that were not play deprived.