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HGD > Ch4 Early Emo Dev > Flashcards

Ch4 Early Emo Dev Flashcards

1
Q

Phineas Gage Matrix

A

syndrome consists of cognitive dysfunctions such as poor planning, inadequate decision making, inability to take another’s perspective, problems sustaining employment. emotional including shallow affect, lack of enriched emotional life, passion, initiative, diminished sense of pleasure and pain

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2
Q

emotional intelligence

A

ability to perceive emotions, identify and understand meaning, integrate with other kinds of cognition, manage them
research is in its infancy
modest correlation between EI and positive life outcomes

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3
Q

basic emotions

A

infant expressive behaviors are components of basic emotions, direct product of underlying neural processes related to each discrete feeling; face mirrors their emo. experience.
Izard’s basic emotion: joy/happiness, interest, sadness, anger, disgust, fear
Emerge early in life (0-2)
infants: distress (crying), contentment (smiling), disgust (avoid tastes, odor), interest (staring)
Anger, surprise, fear, sadness emerge 2-6 months

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4
Q

differential emotions theory (DET)

A

posits that emotions are universal, naturally occurring phenomena mediated by evolutionarily old subcortical brain structures
distinguishes basic emotions from emotion schemas

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5
Q

emotion schemas

A

distinguished from basic emotions
the product of experience and culture
may include memories, thoughts, images, non-cognitive elements e.g. hormonal shifts interact/amplify basic emotional experience
Experience of an emotion may include, memory, appraisal of cues, reinforcing self-statements
schemas can be durable, reflect typical response style
May depend on later language development, words used to describe feeling states

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6
Q

emotion regulation

A

one of the cornerstones of emotional well-being and positive adjustment throughout the lifespan
encompasses the strategies and behaviors we use to moderate our emotional experiences in order to meet demands of different situations or achieve goals
early sensitive care assists in ER development

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7
Q

synchrony

A

interactions between young infants and their mothers exhibit repetetive-rhythmi organization, temporal coordination of nonverbal behaviors
mirror behaviors, engage
mothers take lead by responding contingently to cues, heartrate responds
babies more responsice, contribute more as grow older
sensitive, supportive, responsive caregiver

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8
Q

still-faced paradigm

A

demonstrate importance of caregiver responsiveness for baby emo. regulation
Tronick, Als, Adamson, Wise, Brazelton 1978
baseline episode
still-face episode
reunion episode (babies stay upset, look at mothers less for several minutes)

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9
Q

other-directed coping behaviors

A

baby’s behaviors to elicit interactive response from caregiver
e.g. gazing, vocalizing

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10
Q

self-directed coping behaviors

A

heightened distress without caregiver assistance in emotional regulation
look away, self-stimulate by rocking, sucking, rubbing their hair

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11
Q

social referencing

A

infants use emotional information provided by caregiveers to help them interpret situations that are ambiguous to them
visual cliff experiment, Campos

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12
Q

basic trust

A

seeing others as dependable, trustworthy

est. when timely, sensitive, consistent care

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13
Q

attachment theory

A

Bowlby theory of how attachment relationship changes, what it means for child’s psychosocial life
Infant, caregiver attachment system evolved to serve purpose, bond,
built in stages, est. 7-8 months

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14
Q

ethologists

A

biologists who pay special attention to animal behaviors

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15
Q

separation anxiety

A

distress of infant/child when primary caregiver leaves child in someone else’s care. usually begins second half of 1st year, demonstrating infants capacity to recall absent caregiver, viewed as sign of attachment to caregiver.

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16
Q

stranger anxiety

A

increased tendency to be wary of strangers and to seek comfort, protection of primary caregiver when stranger is present

  • recognize faces, voice prior to 7 months, may show wariness
  • *not found in all cultures
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17
Q

proximity maintenance

A

maintains proximity between infant and caregiver, nurturing emotional bond

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18
Q

secure base

A

provides potential for on-going protection

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19
Q

safe haven

A

creates haven for infant when distressed

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20
Q

working models

A

prototypes of social functioning that affect child’s expectations and behaviors in future relationships
bowlby

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21
Q

strange situation test

A

12 m/o and mothers brought into room where child experiences series of eight 3 minute episodes, introducing changes in social situation, some of which were likely to be stressful to infant
stress component important bc attahcment theory assumes infant cannot handle stress on their own

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22
Q

securely attached

A

most babies, 65%
distress when separated from mother, cry, go after her
greet happily upon return, reaching up

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23
Q

anxious ambivalent

A

insecurely attached with high anxiety
10 % sample
initially stressed, do not explore
distressed at separation, angry at reunion

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24
Q

avoidant babies

A

20% samples
fail to cry at separation
actively avoid, ignore at reunion, mostly turn away
unemotional during septaration or reunion
heartrates elevated as much as other babies but does not drop when playing w toys

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25
Q

disorganized-disoriented

A

main and soloman (v. Ainsworth)
difficult to classify
contradictory behaviors
approach mother when stressed and tendency to avoid when approached

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26
Q

oxytocin

A

hormone that is released in hypothalamus, modulate transmission of impulses, enhanced in pregnancy, labor, delivery, lactation
promotes physical proximity, responsive caregiving, empathy, affection
reduces stress

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27
Q

temperaments

A

different emotional and behaviorla characteristics of newborns

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28
Q

fearfulness or reactivity

A

infants proness to cry, pull away form new stimuli

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29
Q

irritability or negative emotionality

A

tendancy to react w fussiness to negative or frustrating events

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30
Q

activity level

A

intensity and quantity of movement

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31
Q

positive affect

A

smiling and laughing, especially to social stimuli

32
Q

attention-persistence

A

duration of orienting or looking

33
Q

rhythmicity

A

predictability of sleep, feeding, elimination, etc.

34
Q

behavioral inhibition

A

shyness

correlated with early high reactivity

35
Q

difficult babies

A

10 %
more fearful, irritable, active,
less positive affect, more irregular, etc.
70% have adjustment problems: learning disabilities, stealing, phobias

36
Q

easy babies

A

40%

placid, less active, more positive, more regular in rhythms, easier to care for

37
Q

slow-to-warm-up babies

A

15%
fearfulness, wariness in new situations
reactions less intense, negative than difficult babies

38
Q

genetic vulnerability (diathesis-stress)

A

physiological makeup makes them more prone to negative effects of unsupportive parenting or other negative environmental influences than other children

39
Q

differential susceptibility

A

difficult temperamental qualities, e.g. high reactivity, make inants more susceptible to environmental influences in general
thus difficult temperamented babies would benefit more from good parenting and would be harmed more from bad parenting

40
Q

goodness of fit model

A

suggests that temperament and caregiving should interact in determining quality of child’s attachment relationships

41
Q

Adult Attachment Inventory

A

Main studied mother’s and father’s own models of attachements with structured interview procedure
described parenting they received that they rememebred, beliefs about whether/how their recieved parenting seemed to affecttheir persnalitities
Types: secure-autonomous, insecure, preoccupied-entangled, unresolved-disorganized

42
Q

intergenerational transmission

A

phenomenon in which maltreated children become maltreating paretns, passing on their inseure attachment status

43
Q

reactive attachment disorder

A

a lack of ability to form affectional bonds with other people and a pattern of markedly disturbed social relationships, RAD can result when a child receives grossly neglectful or pathological care in the early years

  1. Emo withdrawn/inhibited type: high degree of resisitance, nonresponsiveness to social interaction (RAD)
  2. indiscriminatently social/disinhibited type: indiscriminant familiarity, attention seeking directed toward relateive strangers in comination with lack of selectve attachments to primary caregivers (Disinhibited Social Engagement Disorder)
44
Q

Theories of Emotion

A

One agreed-upon theory does not exist
e.g. set of basic emotions
Agree there is biological/evolutionary purpose
fear response, sex, disgust, affection
Conscience as a thermostat, social emotions
communication, enhance cognition
Serves as resource to cognition
organizing role emotions play in higher-order cognitive functions e.g. memory, decision-making, planful behavior
mental health and wellness
affective disturbances, relation to psycho conditi

45
Q

Brief History of Emotion Research:

A

cognitie revolution, mid 20th century
“souls on ice”
Early theorists interested: james, lange, cannon, bard, darwin
arguments between primacy of body/brain

46
Q

Why has research on emotion taken a “back seat”?

A

cognition has been center-stage
too soft, subjective
artificial split between cognition and emotion

47
Q

Darwin & emotion

A

1872, cetain emotions are innate, universal among humans and primates, primitive instincts
facial expressions

48
Q

Izard & emotion

A

study babies bc havent learned social conventions

developed coding schemes to identify different emotions based on face, basic emotions

49
Q

Where do basic emotions come from?

A

long process of human adaption

do not depedn on learning, do not require cognitive components (appraisal, intent)

50
Q

Izard’s Schema of Interest

A

hold position of primacy
connected to attention, intelligence, persistence, goal-direct behavior
drive of selective attention, from which processing of information occurs as well as subsequent positive, negative emotions

51
Q

Sroufe and Emotions

A

Emotions are not fully formed at birth
develop from undifferentiated responseds into differentiated ones, into integrated emotional repertoire
orthogenic develoopment

52
Q

Orthogenic Emotional Development

A

as behavior becomes differentiated, elaborated, become hierarchically organized, controlled by higher levels of functioning
Early infant emotional expressions considreed precursors/forerunners of mature emotions bc infants lack cognitive ability needed to ascribe meaning to emotional expeirences
e.g. differentiation between anger/fear 6mo

53
Q

Emotions: View from Neuroscience

A

seek to ident. brain-based correlates of emo.
Fear response skips cortex, to thalamus and amygdala; low road, quicker, more powerful, longer lasting, less rational
brain stem, amygdala, insula, anteriror cingulate, prefrontal cortex coordinated production of emotions

54
Q

Neuroscience contributer: Papez

A

limbic circuit structures

55
Q

Neuroscience contributer: MacLean

A

built upon Papez
limbic was visceral brain (site of emotions), 5 f’s
evolved to tripartite/triune/3-in-1
reptilian, paleomammalian/limbic, mammalian
each distinct, successfully higher level functioning (disproven)

56
Q

positive affect system (Behaviorlal Approach System/BAS)

A

supports appetitve, approach-related behavior, influence motivation, *think conditioning

57
Q

negative affect system (Behavioral Inhibition System/BIS)

A

mediates withdrawal under conditions of perceived threat, influences motivation, *think conditioning

58
Q

Positive and Negative Affect Systems

A 
Lateral/right, left differences
baseline rates of right, left activity
Left=approach
right implicated in avoidance
depressed, lower levels of left (dominance of neg. emotions)
59
Q

Attachment: Early Social Relationships

A

Early interpersonal interactions broader impact on infants development
social interactions help infant expand emotional repertoire
Infants and parents come equipped to elicit care, to respond

60
Q

Infants view of others take shape…

A

…influences how baby sees self

needs must be important, worthy of care

61
Q

Bowlby

A

mother first attachment relationship

attachment theory

62
Q

Attachment stages

A

0-2 months: signal needs by clinging, smiling, crying, little discrimination between caregivers
2-7/8 months: stronger preference entre caregivers, smiles more brightly, readily soothed
8 months: strong preference, protest separation, happily greet

63
Q

Attachment system

A

Attachment is a system, not set of behaviors.
Three purposes:
proximity maintenance: maintains proximity between infant and caregiver, nurturing emotional bond
secure base: provides potential for on-going protection
safe haven: creates haven for infant when distressed

64
Q

According to attachment theory, problems faced by children and families…

A

…proper unit of analysis is at level of relationships.

behavior must be interpreted within social context to understand significance

65
Q

Attachment quality

A

Secure
anxious-ambivalent
Avoidant-Insecure
Disorganized-disoriented

66
Q

Early Social Bonding: biology and behavior

A

develop brain R to L

67
Q

Dyadic Skills that Foster Social Bonding

A

Orienting system: enhances proximity between infant and caregiver, birth
recognition system: enhances special responsiveness to each other, encourages contact, few days after birth
intuitive parenting system: enhances the attunement of communication between parent and caregiver, early months
attachment: development of stable preference and way of relating to caregiver in order to maintain proximity, provide security in times of stress and serve as a base for later independent explorationn

68
Q

Where do temperament traits come from?

A

biologically based
genetic and epigenetic contributions
early fall conception, melatonin secreated when dalyight hours decreasing=shy kids

69
Q

Temperament and Caregiving

A

affect one another
patient caregiving helps adjust difficult babies
temperament may persist into childhood

70
Q

Diathesis-Stress in Temperament and Caregiving

A

physiological makeup interacts with effects of unsupportive parenting or environmental influences.
Difficult babies + unsupportive caregiving = BAD COMBO

71
Q

Temperament and Attachment

A

work together
maternal responsiveness predicts secure/insecure
temperament predicts type of inscure attachment

72
Q

Does Day Care Post a Risk to Infants?

A

regualr parental interaction important
hospital example
day care not recommended, substitute care under age 3, specifically
increased risk of insecure attachment with parents when infant is in daycare

73
Q

Cultural influences on attachment

A

culture matters in what is stressful for stressful situation, e.g. german v. japanese
attachment is cross-cultural but benefits and manifestation differ

74
Q

Applications

A

target is to repair the relationship, not just one member’s relationship

  1. provide a voice for the baby
  2. Provide support for the parent
  3. Learn some new skills
75
Q

Infant Behavior Traits

A 
Activity Level
Rhythmicity
Approach/Withdrawal
Adaptability
Threshold
Intensity
Mood
Distractibility
Attention span and persistence

HGD (12 decks)

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