Chapter 10 Flashcards
Emotion:
feeling, or affect, that occurs in a state or an interaction that is important to a person, especially to well-being.
• Positive emotions include enthusiasm, joy, and love.
• Negative emotions include anxiety, anger, guilt, and sadness.
Emotions are influenced by biological foundations, cognitive processes, and a person’s experience.
• Social relationships provide the setting for development.
• Cultural variations characterize emotional development.
What are the components of emotion?
-Neural responses: whats happening in your brain and nervous system
Ex: amygdala is activated when there’s fea
-Physiological Factors: body changes from emotion like sweating
-Subjective Feelings: inner/unique experience of emotion
-Cognitions or Perceptions: how your thoughts influence how you feel or how you understand whats happening
-Expressive behavior or cognitive interpretations: how you express emotions or interpret others emotions
Discrete Emotions Theory
• Emotions are innate and are discrete from one another from very early in life
• Each emotion is packaged with a specific and distinctive set of bodily and facial reactions
The Functionalist Approach
Emphasizes the role of the environment in emotional development
-Emotional development is influenced by how emotions function to navigate environemnetal deamands like social interactions or survival needs
• Proposes that the basic function of emotions is to promote action toward achieving a goal
• Maintains that emotions are not discrete from one another and vary somewhat based on the social environment
Emotional intelligence
• Being able to motivate oneself and persist in the face of frustration
• Control impulses and delay gratification
• Identify and understand one’s own and others’ feelings
• Regulate one’s moods
• Regulate the expression of emotion in social interactions
• Empathize with others’ emotions
Emotion Regulation
Arousal
Regulation of emotion gradually shifts from…
Ability to control one’s emotions is a key dimension of development.
Emotion regulation consists of effectively managing arousal to adapt to circumstances and to reach a goal.
• Arousal involves a state of alertness or activation.
Regulation of emotion gradually shifts from external sources to self-initiated, internal sources.
• With increasing age, children improve their use of cognitive strategies for regulating emotion, modulate arousal, minimize negative emotion, and cope with stress.
Emotion-coaching parents
monitor children’s emotions, view negative emotions as a teaching opportunity, assist them in labeling emotions, and coach them on how to effectively deal with emotions.
• Children are better able to self-soothe, are more effective in regulating negative affect, focus attention better, and have fewer behavioral problems.
Emotion-dismissing parents
deny, ignore, or attempt to change negative emotions.
• Linked with poor emotional regulation.
Emotional Competence
How well you use emotional intelligence into action.
-Emotional competence is linked to management of emotions, resilience, and positive relationships.
• Having awareness of one’s emotional states.
• Detecting others’ emotions.
• Using the vocabulary of emotion in socially and culturally appropriate ways.
-Having empathetic and sympathetic sensitivity to others’ emotional experiences.
• Recognizing that inner emotional states do not have to correspond to outer expressions.
• Adaptively coping with negative emotions.
• Having awareness that emotional expression plays a role in relationships.
Viewing oneself overall as feeling the way one wants to feel.
Emotional intelligence is it a better predictor than IQ
El is a better predictor than IQ of how well people will do in life, especially in their social lives.
Mischel (1988)
• Marshmallow test
Preschoolers’ abilities to delay gratification were found to predict their social,
emotional, and academic competence many years later.
Development of Emotion: Infancy
What are Primary emotions and what are self conscious emotions?
Primary emotions are present in humans and other animals and in humans appear in the first 6 months.
• Surprise, interest, joy, anger, sadness, fear, disgust.
Self-conscious emotions require self-awareness, consciousness, and a sense of “me.”
• Jealousy, empathy, embarrassment, pride, shame, guilt.
•Emerge after 18 months, when a sense of self becomes consolidated.
Positive Emotions:
Smiling
• Smiling is first clear sign of happiness.
• Meaning of infant smiles appears to change with age.
Social smiles are directed toward people as early as 6 to 7 weeks of age.
-In the first weeks of life, infants’ smiles tend to be caused by internal factors and are not social.
Positive emotions at about 7 months, after three or four months, and during the second year of life
At 7 months babies start to smile at familiar people rather than people in general
3-4 months babies laugh and smile during a variety of activities
During the second year: children start to clown around and are delighted when they can make other people laugh
Smiles that arise as a function of social interactions, as contrasted with those associated with strictly biological stimuli, typically first appear during the infant’s 3rd month. (infants smile bc of a social interaction)
Negative Emotions: Distress
2 months they
By second yr they…
Generalized distress
• First discernible negative
emotion
By 2 months of age
• Facial expressions of anger
or sadness can be
differentiated from
distress/pain in some contexts.
By the second year of life
Differentiating between
infants’ anger and other negative emotions is no
longer difficult.
Negative Emotions: Distress
-Interpretation of negative emotions
Why does it become complicated?
-What is undifferentiated distress
• Complicated when infants sometimes display negative emotions that seem incongruent with the situation they are experiencing
-Undifferentiated distress
Young infants may experience undifferentiated distress when they evidence negative emotion
• That anger and distress/pain are not differentiated in most contexts
Negative Emotions: Fear
Fear of strangers and other fears
First clear signs of fear:
• Emerges at around 6 or 7 months
Occurs when unfamiliar people no longer provide comfort and pleasure similar to that provided by familiar people
Fear of strangers
• Intensifies and lasts until about age 2
• Is quite variable across individuals and contexts
Other fears
• Are also evident at around 7 months
• Tend to decline after 12 months
Feelings: Separation Anxiety
Separation anxiety
Refers to feelings of distress that children, especially infants and toddlers, experience when they are separated, or expect to be separated, from individuals to whom they are attached
• Is salient and an important type of fear and distress that tends to increase from 8 to 13 or 15 months and then begins to decline
• Is observed across many cultures
Frequency Of Angry
Outbursts In The Home
Children display the most anger at home during the second year of life.
Displays of anger drop sharply thereafter, especially for girls.
Development of Emotion: Infancy
How do infants develop emotion regulation and coping skills?
During first year, the infant gradually develops an ability to inhibit, or minimize, the intensity and duration of emotional reactions.
• Thumbs in mouths to self-soothe.
• Primary reliance on caregivers.
Contexts can influence emotion regulation.
• Fatigue, hunger, time of day, the people who are around them, and where they are.
• Infants must learn to adapt to different contexts that require emotion regulation.
Development of Emotion: Early Childhood 1
When do self conscious emotions appear
Pride, shame, embarrassment, and guilt are
self-conscious emotions that appear in the second half of the second year of life.
• Accompany the development of self-awareness.
• During early childhood, expressions of pride and guilt become more common.
Especially influenced by parents’ responses to children’s
behavior.
Self-conscious emotions emerge during the second year of life.
What happens by the age of 3?
• At about 15 to 24 months of age, some children start to show embarrassment wien they are made the center of attention.
• By 3 years of age, children’s pride is increasingly tied to their level of performance.
• Situations likely to induce self-conscious emotions in children vary somewhat across cultures.
What is guilt and shame?
Guilt
• Associated with empathy for others
• Involves feelings of remorse and regret and the desire fo make amends
Shame
• Does not seem to be related to concern about others (how u feel about ur actions)
Children in the preschool years often exhibit shame or guilt when they do something wrong.
Between 2 and 4 yrs old what happens for increasing understanding of emotion? How about 4 and 5 yrs old and at exactly 5?
Among the most important changes is an increased understanding of emotion.
Between 2 and 4 years old, children increase the number of terms they use to describe emotions.
• Also learn about causes and consequences of emotions.
Between 4 and 5 years oid, children show an increased ability to reflect on emotions.
• Begin to understand that the same event can elicit different emotions in different people; and show a growing awareness of the need to manage emotions to meet social standards.
By 5 years old, most can accurately identify emotions produced by challenging circumstances and ways to cope.
Early childhood
Emotion regulation is fundamental to…
Emotion regulation is fundamental to the development of social competence.
Understanding others’ emotions is closely linked.
Emotion regulation is an important component of self-regulation or of executive function.
Executive function is thought to be a key concept in the young child’s higher-level cognitive functioning.
Emotions play a strong role in determining the success of a child’s peer relationships.
Development of Emotion: Middle and Late Childhood
Developmental changes in emotion during middle and late childhood:
• Improved emotional understanding.
Marked improvements in the ability to suppress or conceal negative emotional reactions.
• Use of self-initiated strategies for redirecting feelings.
Increased tendency to take into fuller account the events leading to emotional reactions.
• Development of a capacity for genuine empathy.
Middle and late childhood learning how to cope
Learning how to cope with stress is an important aspect of children’s lives.
• With age, children are able to more accurately appraise a stressful situation and how much control they have over it.
Older children generate more coping alternatives to stressful conditions and make greater use of cognitive coping strategies.
★
• By age 10, most children are able to use cognitive strategies to cope with stress.
• Children may be unable to do so in families that have not been supportive and are characterized by turmoil.
Development of Emotion: Middle and Late Childhood
Acute stress reactions can occur…
What’s the dose-response effect
if a child experiences a disaster. Research supports the idea that the more severe the disaster/trauma, the worse the adaptation and adjustment
-referred to as a dose-response effect.
Some recommendations:
• Reassure children of their safety and security.
• Allow them to retell events and be patient in listening.
•Encourage children to talk about disturbing or confusing feelings.
• Help children make sense of what happened.
•Protect children from reexposure to frightening situations and reminders of the trauma.
Development of Emotion: Adolescence
Adolescents are not constantly in a state of?
Adolescents are not constantly in a state of emotional turmoil, or “storm or stress.”
Emotional highs and lows do increase during early adolescence.
• Intensity of emotions may seem out of proportion to the events that elicit them.
Depression is more common in adolescence than in childhood, and it is increasing among adolescents.
• Girls are especially vulnerable.
Development of Emotion: Adult Development and Aging
Like children, adults adapt more effectively when they are emotionally intelligent.
• Skilled at perceiving and expressing emotion, understanding emotion, using feelings to facilitate thought, and managing emotion effectively.
Developmental changes continue through the adult years.
Often characterized by an effort to create lifestyles that are emotionally satisfying, predictable, and manageable.
Adult Development and Aging: Stress and Gender
Women and men differ in the ways they experience and respond to stressors.
Women are more vulnerable to social stressors such as those involving romance, family, and work; and are more likely to become depressed in response to stressful events.
Men are more likely to respond in a fight or flight manner when facing stress.
Become aggressive, withdraw from social contact, or drink alcohol.
When women experience stress, they are more likely to engage in a tend and befriend pattern.
•Seeking social alliances with others, especially friends.
Adult Development and Aging: Positive and Negative
Emotions
Older adults report…
experiencing more positive and less negative emotion than younger adults.
• Positive emotion increases with age at an accelerating rate.
Older adults’ feelings tend to mellow.
• May experience less extreme joy but have more contentment when connected in positive ways with friends and family.
• React less strongly to negative circumstances.
• Better at ignoring irrelevant negative information.
• Remember more positive than negative information.
Socioemotional selectivity theory
suggests older adults become more selective about their activities and social relationships in order to maintain social and emotional well-being.
• Deliberately spend more time with familiar individuals with whom they have rewarding relationships.
• Motivation for knowledge-related goals declines in middle and late adulthood.
• Motivation for emotion-related goals increases in middle and late adulthood.
