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PL3234 > 7. Emotional Development & Attachment > Flashcards

7. Emotional Development & Attachment Flashcards

1
Q

What are 4 characteristics of emotions?

A

Subjective reactions to the environment
Usually either pleasant or unpleasant
Accompanied by physiological arousal
Expressed in our behavior/actions

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2
Q

What are the 2 main functions of emotions?

A

Communicate to others how we feel

Helps us interpret other people’s emotions

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3
Q

What are the 2 kinds of emotions?

A

Primary emotions

Secondary emotions

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4
Q

What are primary emotions? give 3 examples of primary emotions.

A

Fear, joy, disgust, surprise, sadness, interest
Emerge early in life
Do not require introspection/self-reflection

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5
Q

What are secondary emotions? give 3 examples of secondary emotions.

A

Shame, guilt, pride, jealousy, embarrassment
Emerge later in development
Depend on our sense of self and our awareness of people’s reactions to our actions

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6
Q

What are some evidence from twin studies that support the genetic-maturational view of emotional development?

A

Earliest times of first smiles
Amount of smiling each child engages
Fear reactions to strangers
General degree of inhibitedness

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7
Q

How does timing of first smiles support genetic-maturational view of emotional development?

A

Normal conceptual age for newborns is 40 weeks.
Most full-term babies begin smiling 6 weeks after birth.
Premature infants born at 34 weeks often do not smile until 12 weeks after birth.
Suggests that certain amount of physical maturation and social stimulation must occur before smiling.
Interplay between genetics and environment accounts for the timing and form of behavior

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8
Q

What does the learning perspective explain about emotional expression?

A

Explains individual differences in emotional expression
Different emotions and their forms of expression, have different ages of onset, frequencies, and intensities in different children.

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9
Q

What are the 2 ways fear responses can be learned?

A

Operant conditioning - Eg. Child learns to be afraid of height after falling down from the ladder (punishment)
Observational learning - Children learn fears by observing others

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10
Q

What does the functional perspective of emotional development?

A

Suggests that emotions help us achieve our goals and adapt to our environment. Emphasises role of emotions in establishing and maintaining social relationships. Role of social cues in regulating our emotional perceptions/expressions. Role of past experiences

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11
Q

Describe one objective method of assessing emotions.

A

Coding schemes - independent observers assign differentiated scores to different parts of the face and to specific infant movement patterns. Use these scores to judge whether the infant has displayed a particular emotion. Eg. Maximally Discriminative Facial Movement (MAX) coding system

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12
Q

What is the adaptive value of reflex smiles?

A

Gives caregivers pleasure and encourages them to cuddle and talk to the baby. Ensures caregiver attention and stimulation. Means of communication and aid to survival.

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13
Q

When are infants able to start smiling voluntarily?

A

after 2 weeks

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14
Q

Describe the development of smiling behaviour with regard to different aspects of the human face.

A

Smile at eyes (4 wks) → Examine mouth (8-9 wks) → Entire face & facial expression

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15
Q

Smiling starts taking on a ______ dimension as infants get older

A

social.
3 month olds smile more when their smiles are reinforced by reciprocal smiles and vocalizations from their mothers, but not equally responsive stranger women.

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16
Q

What is the Duchenne smile?

A

Genuine smile. A special smile reserved only for mothers. Involves upturned mouth & wrinkles around eyes, making the whole face light up with pleasure

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17
Q

What is the display smile?

A

Combination of the Duchenne smile and a jaw drop

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18
Q

How can cultural norms affect amount of smiling?

A

social responsiveness of the baby’s environment. more social stimulation and individual attention; more smiling.

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19
Q

How may gender affect amount of smiling?

A

Girls generally show more spontaneous smiles than boys. Suggest that girls may be genetically better prepared for social interaction. Supports genetic-maturational perspective. Role of environment - people elicit and expect more emotions from girls than boys, suggesting genetic-environmental interactions.

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20
Q

When does laughter first appear in babies? What is its significance?

A

4 months. Confirms baby’s positive emotion, plays important role in caregiver-infant interaction

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21
Q

How does the role of laughter change as children grow older?

A

Laughing increases and becomes more of a social event
Often laugh in presence of other children and adults
‘Acting silly’ often elicits laughter in nursery

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22
Q

During 4-7 months, what do babies tend to laugh at?

A

increasingly likely to laugh at visual, tactile, and social events

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23
Q

At 7-9 months, what types of stimuli become less effective for laughter? Which stimuli continues to be effective?

A

tactile and social stimuli

visual stimuli

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24
Q

At 1-2 years old, what do babies laugh and smile to?

A

activities that they create themselves

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25
Q

Do negative and positive emotions evolve at the same rate?

A

No. Negative emotions evolve more slowly.

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26
Q

What are the 2 phases in emergence of fear of strangers?

A

1) wariness (3 months) - Respond with distress to event that includes both familiar and unfamiliar aspects which they cannot comprehend
2) true fear (7-9 months) - immediate negative reaction to an event that has specific meaning for them

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27
Q

Give an example of how cultural influence can minimise fear of strangers?

A

In cultures like the Efe (Africa), that emphasize shared caregiving amongst relatives, babies show little stranger fear.

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28
Q

Describe the change of babies’ fear of strangers from 4-6 months.

A

4 months: signs that they recognise familiar people; interest in novel people and objects
5 months: giving stranger a sober stare
6 months: start displaying distress, which gradually increases in frequency over the next few months.

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29
Q

What are some contextual variables that influence babies’ fear of strangers?

A

1) familiar/unfamiliar setting
2) distance of child from familiar figure (near/far)
3) reactions of familiar figure towards stranger

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30
Q

How may characteristics of stranger affect babies’ fear of stranger?

A

adult vs child stranger

more scared of strangers with adult features

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31
Q

How does degree of control over strange person affect babies fear of the stranger?

A

Low control; unpredictability –> more scared

High control; predictability –> less scared

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32
Q

What is separation protest/separation anxiety? When does it tend to peak in babies?

A

Distress at being separated from mother or familiar caregivers. 13-15 months.

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33
Q

What are the 2 ways of control over home sickness?

A

Primary control: change situation
Secondary control: change oneself
- change behaviour to adapt
- relinquish control (give up)

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34
Q

Choice of specific coping measure for homesickness depends on:

A 
Specific constraints of situation
Individual characteristics 
Age 
Perceived ability to control events
Cognitive sophistication
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35
Q

Which are the first negative expressions to appear?

A

Startle; disgust (In response to bitter tastes)

Distress (In response to pain)

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36
Q

Are negative emotions more influenced by genetics or experience at an early age?

A

Early emotions probably influenced by genetic-maturational factors. But over time, learning and functional perspectives come into play.
Babies seem to respond to emotional provocations in predictable ways at specific ages

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37
Q

What is sadness? When do babies become sad?

A

A reaction to pain, hunger, or lack of control. Babies become sad when there are breakdowns in parent-infant communication

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38
Q

How do negative emotions such as anger and sadness promote the child’s survival?

A

effective emotional signals for eliciting care and comfort from adults

39
Q

When do secondary emotions first start to appear?

A

Middle of second year.

40
Q

What do skills secondary emotions require? (pride, jealousy, shame, embarrassment, guilt)

A

1) able to differentiate and integrate the roles of multiple factors in a situation, including (personal responsibility)
2) Rely on development of self awareness

41
Q

To distinguish between pride and shame, what skills must children possess?

A

Child must have a sense of differences between ‘easy’ and ‘difficult’, and between ‘success’ and ‘failure’

42
Q

To understand pride, the child must have the ability to _____.

A

Ability to entertain multiple emotions

Eg. pleasure at doing a task well/ happiness that others appreciate the accomplishment and sense of personal effort

43
Q

To understand guilt, the child must have the ability to ____.

A

develop an appreciation of the central role of responsibility in their behaviour. Plays an important role in moral development, especially in regulating behaviour

44
Q

What is jealousy?

A

Refers to a social emotion occurring amongst 3 people with established social relationships.

45
Q

How does the way the way children express their jealousy changes across development?

A

younger children - distress

older children - anger and sadness

46
Q

‘Behaviourally inhibited’ (shy, fearful, and introverted) children are ____ anxious and upset by mildly stressful situations than other children

A

more

47
Q

What can reduce anxiety and distress in behaviourally inhibited children?

A

warm and supportive parents.

48
Q

How is emotionality is related to adjustment?

A

Negative emotionality –> adjustment difficulties. Tend to be depressed and have conduct problems
Positive emotionality –> high self-esteem and social competence, indicating better adjustment

49
Q

______ are an effective way for parents to communicate their feelings and wishes to a child who cannot yet understand speech.

A

Facial expressions

50
Q

Which emotion does a baby learn to recognise earlier? Joy or Anger?

A

Joy. Consistent with baby’s own emotional displays.

51
Q

How does nature of interactions affect a child’s ability to recognise emotions? (hint: abuse)

A

Abused children who experienced much threat and hostility are able to identify anger expressions more easily, but are less capable of detecting expressions of sadness.

52
Q

How does collectivisitic and individualistic culture affect a child’s ability to recognise emotions?

A

Children from collectivisitic cultures are better at recognising others’ vocal and facial emotional expressions (to achieve group harmony) than those from individualistic cultures (focus on the self).

53
Q

How do newborns attempt to regulate their emotions?

A

Unintentional act of controls (eg. sucking their thumbs to sooth themselves)

54
Q

How do young infants regulate their emotions?

A

Deliberate act of control. (Eg. when encountering a frightening event, may turn away, place hands over face, or distract themselves by some form of play.)
Method changes as they grow older.

55
Q

During preschool, what happens to emotional expressions as compared to young infants?

A

Emotional expressions become less frequent, less distinct, less intense and exaggerated, and less variable and more conventionalised.

56
Q

When do children learn emotional display rules?

A

Preschool. Ability to regulate emotions are important predictions of alter adjustment.

57
Q

What do emotional display rules dictate?

A

Dictate what emotions to show under what circumstances. An act of conforming to social norms.

58
Q

What skills do following emotional display rules require?

A

Learning to separate the visible expression of an emotion from its inner experience.

59
Q

Why do people hide their emotions? (2 reasons)

A

Prosocial reasons - not wanting to hurt another person’s feelings
Self-presentational reasons - wanting to control other people’s evaluations of them to preserves self esteem

60
Q

Explain how hiding of emotions for prosocial reasons vs self-presentaional reasons require different levels of cognitive understanding.

A

Prosocial display rules only require appreciation that an individual’s expressive behavior affects another person’s emotions
Self-presentational display rules require an understanding that the individual intends to manipulate the way he/she is evaluated by others.

61
Q

Hiding of emotions for self-prseentational reason require understanding of _________.

A

second-order representations - the ability to understand that other people have intentions or differing perceptions from you.

62
Q

At what age does understanding of second-order representations develop?

A

Around 5

63
Q

What are emotional scripts?

A

A complex scheme that enables a child to identify the emotional reaction likely to accompany a certain type of event

64
Q

When do children start creating emotional scripts?

A

3-4 years. They know which emotions go together with which situations.

65
Q

Children’s emotional scripts gain in complexity as they mature. What is an evidence of this?

A

5 y/o - understand only situations that lead to emotions with a recognisable facial display. (eg. happiness, anger)
7 y/o - can describe situations that elicit more complicated emotions with no obvious facial expressions. (eg. guilt, jealousy, worry, pride)
10-14 y/o can describe situations that elicit relief and disappointment

66
Q

Emotional expressions are produced by _____ and ____.

A

Children realise that people’s emotional expressions are produced by inner states and not solely based on characteristics of the situation

67
Q

Which comes first chronologically?

1) ability to understand and express their knowledge of emotions
2) capacity to experience ambivalent emotions

A

2

68
Q

Describe Harter and Buddin’s 5 stages of emotional understanding.

A

4-6 Conceive only one emotion at a time
6-8 Conceive two emotions of the same type occurring simultaneously
8-10 Describe 2 distinct emotions in response to different situations at the same time
10 Describe 2 opposing feelings where events are different or different aspects of the same situation
11-12 Understand that the same event can cause opposing feelings

69
Q

What are 3 ways families can affect children’s emotions?

A

1) Family members’ own patterns of emotional expressiveness serve as models for the child’s emotional expressiveness
2) Parents’ and siblings’ specific reactions to children’s emotions encourage or discourage certain patterns of emotional expressiveness
3) Parents act as ‘emotional coaches’ by talking about emotions

70
Q

In the family, what are 2 ways can children learn about emotions?

A

1) By experiencing how parents react emotionally to them

2) By observing how parents and other family members relate emotionally to one another

71
Q

What is attachment?

A

Strong emotional bond that forms between infant and caregiver in the second half of the child’s first year

72
Q

Give one evidence/example of attachment.

A

Warm greetings that child gives parents when they approach, and active efforts to make contact when picked up (eg. touching parent’s face or snuggling close)
Child’s efforts to stay near parents in an unfamiliar situation
Distress when parents leave them temporarily (separation distress)

73
Q

What is a possible significance of attachment?

A

Thought to enhance parents’ effectiveness in later socialisation of their children.
Children who develop an attachment will want their parents’ affection and approval. So they are motivated to adopt the standards of behavior set by their parents.

74
Q

What does the Psychoanalytic Theory of Attachment (Freud) suggest?

A

Suggests that babies become attached to caregivers as caregivers are associated with gratification of the infant’s innate drive to obtain pleasure through sucking and other forms of oral stimulation

75
Q

What does the learning theory of attachment suggest?

A

Suggests that babies become attached to caregivers as they are associated with reduction of the baby’s primary drive of hunger. Mother provides infant with food (primary reinforcer), she herself becomes a secondary reinforcer.

76
Q

Describe a study that has challenged the learning theory of attachment?

A

Harlow and infant monkeys.
Cloth mother vs wire mother. In moments of stress, the baby monkeys preferred to cling to the cloth mother, though she dispensed no food.

77
Q

Instead of food as a reinforcer, what else has proven to be more effective in forming attachment?

A

Visual, auditory, and tactile stimulation
Suggests that babies are initially attracted to caregivers as they are the most important and reliable sources of such stimulation

78
Q

What does the Cognitive Developmental Approaches of attachment suggest?

A

Suggest that infant must be able to differentiate between mother and stranger, and must also be aware that people still exist even when she cannot see them before specific attachments can occur. (ie. object permanence)

79
Q

What does the ethological theory of attachment emphasise and suggest? (Bowlby)

A

Emphasises reciprocal nature of attachment. Suggests that attachment derives from the biological preparation of both infants and parents to respond to each other’s behaviours in a way that parents provide care and protection for infant. As a result of biologically programmed responses, both parent and infant develop a mutual attachment.

80
Q

What is a critical evidence of Bowlby’s ethological theory of attachment?

A

Lorenz’s imprinting in ducklings
newborn birds develop an attachment to the first object they see during a brief, critical period after birth.
Bowlby suggested that attachment has its roots in a set of instinctual infant responses important for survival of the species. Emphasis on active role of infant’s early social signalling systems in formation of attachment.

81
Q

What are the 4 phases of development of attachment? (Schaffer)

A

1) pre attachment - indiscriminate social responsiveness
2) attachment in the making - can distinguish caregivers from strangers. actively seeks contact with caregivers.
3) clear cut attachment - show separation protest.
4) goal corrected partnership - Relationships more two-sided; children understand parents’ needs

82
Q

Why do fathers take on the role of a playmate?

A

Quality of father’s play with a baby differs from a mother’s. Fathers engage in more unusual and physically arousing games, whereas mothers tend to stimulate babies verbally and play quieter games such as peek-a-boo.

83
Q

Why do infants react more positively to father’s style of play than mother’s?

A

possibly because they are more exciting and unpredictable.

84
Q

Why do fathers undergo hormonal changes during wife’s pregnancy?

A

makes them sensitive to infant cries and primed for parenthood. Drop in testosterone after birth of baby.

85
Q

What did Mary Ainsworth propose about attachment with regard to the strange situation?

A

Proposed that infants organise their attachment behavior around a particular adult so that they can use the adult as a secure base for exploration or a safe haven in the event of distress.

86
Q

Briefly describe the strange situation.

A

Mother twice leaves her baby alone or with a stranger and returns twice to be reunited with her child.

87
Q

What does the strange situation assess?

A

assess infant-mother relationships, and classify them according to their nature and quality

88
Q

When is the Strange Situation normally used on an infant?

A

8-9 months.

89
Q

What are the 4 categories of attachment relationship?

A

1) Secure
2) Insecure-avoidant
3) Insecure-resistant
4) Insecure-disorganised

90
Q

Describe the behaviours of an infant with secure attachment.

A

Readily sought contact with mothers after the stress of her departure in an unfamiliar setting and were quickly comforted by her even if initially quite upset.
Felt secure enough to explore a novel environment when mother was present.

91
Q

Describe the behaviours of an infant with insecure-avoidant attachment.

A

Showed little distress over mother’s absence, at least at her first departure
Actively avoided mothers on their return
After mother’s 2nd departure, many become visibly upset, then again avoided her on her return

92
Q

Describe the behaviours of an infant with insecure-resistant attachment.

A

Extremely upset when mother leaves, but are oddly ambivalent towards her when she returns; seek contact with her and then angrily push her away

93
Q

Describe the behaviours of an infant with insecure-disorganised attachment.

A

When reunited with mothers, seem disorganised and disoriented. Dazed, freeze in the middle of their movements, or engage in repetitive behaviors
Apprehensive and fearful of attachment figures
Unable to cope in a consistent way with distress in the presence of their caregivers

94
Q

What is the value of classifying attachment types?

A

Used to predict differences in infants’ and children’s later emotional, social and cognitive development.

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