1 Flashcards
functionalist view on emotions
> something is at stake
change in readiness (change or maintain relationship)
interpersonal function: communication
primary appraisal
- defines good/not good
- quasi automatic
- focus on event
- physiological arousal (prepare for action)
- latency time
secondary appraissal
- previous experiences
- own abilities
- which strategy
- different responses possible > different emotions
components emotion
- physiological arousal
- motor expression
- cognitive processing
- subjective feeling state
- action tendency
sadness
- focus on conseuquence
- evaluation: reinstatement of desired situation is impossible
anger
focus on cause
- evaluation: reinstatement desired situ is possible
interpersonal function emotions
communication!
fear: avoid harm
anger: stop another from harming you
love: BOnding with other
jealousy: protecting “mine”
shame: failed to live up to ego ideal in context of social norms and values
pride: reinforces behaviout valued positively in social context
emotional intelligence (emotional competence?)
- emotion recognition
- understanding others emotions/empathy
- emotion awareness
- moral emotions
- emotion vocabulary
- emotion regulation
how to learn about emotions and emotion communication
self observation
observation of others
(verbal) passing on
function of smiling
- signals joy/im okay
- request for positive response
- establish/maintain relationships
- with caregivers:stimulates attachment
mother’s response
more warmth when:
- posi emotions
- sadness expressions
anger: ignored/nega reaction
Functionalistic perspective
on emotions
Emotions arise with a reason
not just a feeling, but a process
adaptive reaction to change in situation
reflects strategic approach to situation
each emotion contains unique action tendency that reflects what one wants to achieve… in that particular situation…
Different emotions reflect different concerns or
expected outcomes…
emotional competence
- expression of emotions
- understanding causes emotions
- awareness single and multiple emotions
- dealing with nega emotions (coping)
- regulating social relationships
- empathic understanding
- moral emotions
emotion regulation
response focused = regulation emotion expression (accordingly to display rules)
antecedent focused = regulation emotion experience (emotion awareness and coping)
effects ER longterm
response focused (supression)
- decrease behavioral response
- similar/increase emotion experience
antecedent focused
- decrease emotion experience
- decrease behavioral responses
antecedent focused ER
Route A
1. know own emotions
2. regulate arousal level
Route B
1. cognitive control
2. regulate arousal level
emotion awareness
important because:
- signals event is meaningful
- reveals one’s (unconscious) wishes/expectations
- analysis of emotion evoking elements in situation are helpful to deal with situ adaptively
Normal development EA/autism
normal:
-monitorinf through emotion socializatiom
- often based on bodily/behavioral signals (shaking): dont be afraid nothing will hapen
- labeling emotions starting point EA
Autism:
- often over-arousal in asd
- do they monitor behavior?
> less often report feeling emotion
- do they link these to external events?
> fewer examples in won experience/ social situations
> feeling bad is not same as sad, angry, jealous or guilty
> results experiment: ASD said more often no when asked if they felt certain emotion
in multiple emotions: only recognizable if different valences (eg. happy and sad), but not same valences (eg sad and angry)
parenting styles in development EA
denying: you dont need to be afraid
dismissive: boys dont cry
laisez-faire: it will pass
coaching: reequires more attention and energy consisting of different steps > emotion validation
emotion validation
- examine feeling child in situation, contact at eye level
- not distract attention, but focus
- validation / acknowldgement of these feelings
- find solution together, within limits
coping
- attempt to regulate arousal level
- infants nega experience: covering eats/ avert gaze
toddlers: selfsoothe when mother is absent - late childhood/adolescense: coping more cognitive process (instead of behavioral strategies)
features of social emotions
- require complex cognitive abilities
- emerge later in childhood
- no universal facial expressions
- serve primarily social needs (vs survival needs> motivate moral behaviour, maintain social relationships)
complex cognitive abilities social emotions
- self awareness
- other awareness (+ ToM)
- social-norm awareness
pride vs shame/guilt
PRIDE
posi self evaluation > pride> reinforce desirable behaviour
SHAME/GUILT
nega self evaluation> shame/guilt> inhibit undesirable behaviors
Shame vs guilt
SHAME
- critize self
- painful
-worthless/shrinking
-escape
GUILT
- critizice behaviour
- less painful
- remorse regret
- repair
Shame
two paths:
- self blame
+ anxiety
+ depression
2 other blame
+ anger
+ aggression
guilt
+ empathy
- externalizing
> guilt more adaptive, BUT every emotion is functional as long as under control
social emotions and ASD/DHH
- less than control
>deficits in other awareness & Theory of Mind - less shame/guilt (decrease over time)
> children and adolescents experience/express social emotions less
> due to less access to social world and less emotional competence
Empathy
- affective
- cognitive
- behavioural
affective empathy
- emotion triggered by emotion
- matching emotional states
(emotion contagion)
emotion contagion
- personal distress (selforiented) OR
- empathic concern (other oriented)
> closer, you will feel more personal distress than when you dont really know someone
before 1st bday
- high personal distress, low empathic concern
> underdeveloped self other awareness
> underdeveloped emotion regulation
> no difference in DHH/ASD
cognitive empathy
Understanding others emotions
needed:
ToM
Perspective taking
emotion recognition
mentalization
emotion understanding
precursor cognitive empathy
- inquiry behavior (eg looking bak and forth from victoms face and hurt BOdy part) (no differences between groups)
-attention to others (looking up when someone else cries) (at start lower for DHH, increases more over time)
prosocial empathy
Personal distress > less prosocial action
empathic concern > more prosocial action
Affective empathy & Cognitive empathy
AE stimulates the development of CE
- AE signals releevance
- AE assists information processing
- AE motivates the acquisition of CE skills
empathy & psychopathology
cognitive empathy + self gain > antisocial behavior
Empathy & autism
- ASD less theory of mind
- ASD less emotion understanding
but, intact affective empathy
> parents evauluate more empathy in ASD children than experimenters (know children better en interprate actions)
antisocial behaviour
umbrella term = delinquency + aggression
antisocial is not the same as externalizing behaviour
- externalizing also includes hyperactivity, in addition to rulebreaking and agression
- rule breaking in context of externalizing is breaking law AND rules set by parents/teachers
externalizing behaviour
- outward focused behaviour: behaviour that bothers others
(- internalizing: inward focused behaviour, bothers yourself)
aggression
- behaviour intended to hurt others
- physical aggression
- verbal aggression
- relational aggression (eg gossiping)
- violence: severe form of aggression with intent of seriously physically hurting other
delinquency/criminality
- breaking law (cultural dependent)
- delinquency term often used when minors/young people
psychopathic traits
- callous-unemotional traits
- grandiose-manipulative traits
- irresponsibility/impulsivity
consequences pervasive childhood/adolescent antisocial behaviour
- problematic relas
- poor educational outcomes
- victims
lateron:
- psychiatric illness
- poor physical health
- substance use
- violent rela
- erratic employment patterns
> major personal and societal costs
emotional competence as cause for antisocial behaviour
- deficits in emotion functioning (eg emotion recognition and empathy) can result in having problems with emotional reactivity and self regulation
- impaired cognitive abilities
> especially in emotional arousing conditions
> increase risk bad social relas
> increase decsions that increase likelihood pervasive and stable behaviour
biopsychosocial model (riskfactors)
bio:
- genes
- brain development
- hormones
- stress response
Psycho:
- attachment
- temprament
- having disorder
- emotional competence
social
- childhood maltreatment
- trauma
- delinquent friends/parent
- bad neighborhood
- social adversity
= risk antisocial behavior
> the more risk factors, the higher the risk (additive model)
factors also. influence each other (interactive model)
experiment high risk vs low risk children
measured: affective, cogniitive empathy and social attention
> no difference cogniitive
no difference attention
reduced heart reate in videos showing pain and fear and reduced skin conductance during pain
emotion socialization
- emotional competence emerges through continual interaction with social environment
- continual dynamic reciprocal process
communication difficulties
fewer opportunities for incidental learning (eg interaction, obsrevatiom, communication, overhearing) > limited social emotional learning
what causes these disruptions?
medical model
- impairment
- fix individuals
Social model
- looks at systemic barriers
>fix environment
however communication difficulties often invisible
peers as socialization agent
- dampening nega emotion expression:
> follow peer norms
> avoid nega reactions - regulation of anger
> more use distancing in older vs younger children
> emotional front: public vs private self
friends as socialization agent
- similarity
- intensity/intimacy
-dimensions learned fron friendship contexts
> knowing thats shared, how to be supportive
> managing disagreements, regulating emotion from conflicts
> dealing with competetive feelinggs
