3L

Question 1

Emotional Competence

Answer 1

 Expressionofemotions
 Understandingcausesemotions
Awarenesssingleandmultipleemotions
Dealingwithnegativeemotions(coping)
 Regulatingsocialrelationships
 Empathicunderstanding
 Moralemotions

Question 2

Emotionregulation (Broader philosophy)

Answer 2

 Emotionsasregulating:emotionprocessesinfluenceotherprocesses
 Emotionsasregulated:emotionshavethecapacitytoberegulated

Responsefocused= regulationemotionexpression (displayrules) What works better?

Antecedentfocused=regulationemotionexperience (emotionawarenessandcoping)

Question 3

Effects of ER

Answer 3

Responsefocused(suppression)
=>decreaseinbehavioralresponses
=>increaseorequalemotionexperience

Antecedentfocused
=>decreaseemotionexperience
=>decreaseinbehavioralresponses

“theautomaticorintentionalmodificationof
aperson’semotionalstate,
thatpromotesadaptiveorgoal‐directed
behavior”(Thompson,1994)

“theprocessbywhichweinfluence
whatemotionsweexperience,
whenweexperiencethem,
andhowweexpressthem”(Gross,1998)

Question 4

Antecedents focused ER, 2 Hypothesis

Answer 4

A: 
1) Know own emotion
2) Regulate arousal level
B:
1) Cognitive control
2) Regulate arousal level

Question 5

WhyisEAimportant?

Answer 5

 Signalseventismeaningful
 Revealsone’s(notnecessarilyconscious)
wishes/ expectations
 Analysisofemotion‐evokingelementsin
situationhelpfultodealwithsituation
adaptively

Question 6

Normal development EA

Answer 6

 Monitoringlearnedthroughemotion‐
socialization
 Oftenbasedonbodily/ behavioralsignals
(trembling,hidingone’sface):“don’tbeafraid,
nothingwillhappen”
 LabelingemotionsstartingpointEA

Question 7

EmotionAwareness

inchildrenwithASD

Answer 7

 Oftenreportedover‐arousalinASD
 DoASDchildrenmonitortheiremotions?
 Dotheylinkthesetoexternalevents?
 Feeling“bad”notthesameasfeeling“sad”,
“angry”,“jealous”and/or“guilty”.

Results:
 Lessoftenreportfeelingemotion
 Fewerexamplesfromownexperience/social
situations
 Fewerdifferentsame‐valenceemotional
perspectivesinmultipleemotionscenarios
 Nogroupdifferencesonintensity

Question 8

Normaldevelopment

multipleemotions

Answer 8

Samevalence(e.g.,angryandsad):
firstindevelopment(6y)
Oppositevalence(e.g.,happyandsad):
laterindevelopment(9y)

Question 9

Frydenberg (1997): C=f(S+P+pS)

Answer 9

C(Coping)dependson:
S=Situationalfactors(controllability)
P=Personalcharacteristics
pS=perceptionofSituation(e.g.Theoryof
Mind,biasedbyemotionalexperience)

Question 10

Differentclassificationsystems

tolookatcopingstrategies

Answer 10

Problemfocused‐ Emotionfocused
Behavioral– Cognitive
Primarycontrol‐ Secondarycontrol
Approach– Avoidance
Monitoring‐ Blunting

Question 11

ER,EAandcognitivecontrol

Answer 11

 Cognitive controlbefore appraisal (before film)
 noeffectofEA
 All other conditions
ppwith higher EA lower emotional experience

Results:
 Primary appraisal needs tobe controlled;
blunt emotion expression not adaptive
 Depending oncapacities andsocial goals;
emotion isexpressed
 Emotion awarenessandregulation;
prerequisites adaptive emotion
communication