Chapter 10: Emotional Development Flashcards

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1
Q

What is the functional approach to emotions?

A

Emotions are considered useful because they help people adapt to their environments.

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2
Q

Name the basic universal emotions.

A

The basic universal emotions are interest, disgust, sadness, fear, surprise, and joy.

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3
Q

What kind of emotions are universal

A

Basic Emotions

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4
Q

At what age do infants typically exhibit a social smile?

A

Infants typically exhibit a social smile at 6 to 10 weeks of age.

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5
Q

How does anger typically arise in infants?

A

Anger in infants arises when they cannot achieve their goals

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6
Q

What is “stranger wariness” and at what age does it usually occur in infants?

A

“Stranger wariness” typically happens at around 6 months of age when infants become wary around unfamiliar people.

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7
Q

How can you reduce the effect of stranger wariness?

A

Have the baby in a familiar environment and have the stranger slowly adapt to the baby.

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8
Q

What are self-conscious emotions, and when do they emerge?

A

Self-conscious emotions involve feelings of success or failure when standards are met or not. They emerge between 18 to 24 months and include shame, pride, guilt, and embarrassment.

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9
Q

How do emotions change with age and experience?

A

Emotions become more complicated as individuals grow older and encounter new situations that warrant different emotions.

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10
Q

How does culture influence the social acceptance of certain emotions?

A

Culture plays a significant role in encouraging or discouraging specific emotions.

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11
Q

What are display rules in the context of emotions?

A

Display rules are standards for showing emotions in different contexts and with different people, and they are influenced by culture.

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12
Q

Why is guilt considered better than shame for children’s development?

A

Guilt is considered better than shame because it signals that the action was wrong, but the child is not inherently bad.

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13
Q

How does temperament influence emotional development?

A

Temperament, which refers to behavioral styles, can impact how children experience and express emotions as they interact with their environment.

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14
Q

What are the three dimensions of temperament according to Rothbart?

A

The three dimensions of temperament according to Rothbart are Surgency/extraversion, negative affect, and effortful control.

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15
Q

How is temperament influenced by genetics?

A

Temperament is influenced by both genetics and the environment. Genetic factors can be seen with twins having similar temperaments. The DRD4 gene makes kids more susceptible to their environment.

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16
Q

What are the four types of attachment identified in the Strange Situation? Which are insecure?

A

The four types of attachment identified in the Strange Situation are secure attachment, avoidant attachment, resistant attachment, and disorganized attachment. The last three are insecure

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17
Q

How do secure attachment children typically react during the Strange Situation?

A

Secure attachment children might cry when the mother leaves but seek comfort from her when she returns, and their distress stops.

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18
Q

How do attachment styles in childhood relate to attachment styles in adulthood?

A

Attachment styles in childhood tend to influence attachment styles in adulthood, affecting how individuals form and maintain relationships.

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19
Q

What is the significance of a secure first attachment for a child’s development?

A

A secure first attachment provides a sense of security and helps a child develop healthy relationships and social skills.

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20
Q

How does high-quality parenting impact attachment and development?

A

High-quality parenting fosters secure attachment and positively influences a child’s development.

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21
Q

How can training help parents improve their parenting skills?

A

Training can help parents learn effective parenting strategies and improve the quality of their interactions with their children like be responsive when their baby needs them

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22
Q

How does guilt help children make better decisions?

A

Negative feelings get associated with actions and can be remembered to change future behaviour to avoid the negative feeling.

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23
Q

How early might infants be able to identity emotions?

A

As early as 4 months

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24
Q

What is Social Referencing?

A

In unfamiliar situations, infants look to caregiver for social cues

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25
Q

How does guilt help children make better decisions?

A

Negative feelings get associated with actions and can be remembered to change future behaviour to avoid the negative feeling.

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26
Q

How early might infants be able to identity emotions?

A

As early as 4 months

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27
Q

T/F Voice cues are more effective than facial cues?

A

True

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28
Q

How can someone deal with negative emotions?

A

Changing attention or reappraising situations

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29
Q

T/F Emotions develop at a different rate than cognitive skills

A

False

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30
Q

How can a caregiver respond to a fussy child to make them stop while developing cognitively?

A

Respond sympathetically

31
Q

Describe surgency/extraversion according to Rothbart.

A

happy, active, vocal and seeks stimulation

32
Q

Describe negative affect according to Rothbart. What two categories can it be broken down to?

A

angry, fearful, frustrated and is not soothed easily. Broken down to irritable distress (fussiness and anger when needs aren’t met) and fearful distress (wariness in new situations)- fearful doesn’t happen until 6 or 7 months

33
Q

Describe effortful control according to Rothbart’s dimensions of temperament.

A

focus attention, not easily distracted and inhibits responses

34
Q

T/F Temperament becomes more stable as the child develops?

A

True

35
Q

How are personality and temperament linked?

A

Directly- temperament traits lead to personality traits
Indirectly- Temperament creates an environment that fosters a kind of personality development

36
Q

When does attachment develop?

A

Around 7-9 months

37
Q

How does guilt help children make better decisions?

A

Negative feelings get associated with actions and can be remembered to change future behaviour to avoid the negative feeling.

38
Q

How early might infants be able to identity emotions?

A

As early as 4 months

39
Q

How can someone deal with negative emotions?

A

Changing attention or reappraising situations

40
Q

T/F Voice cues are more effective than facial cues?

A

True

41
Q

Describe surgency/extraversion according to Rothbart’s dimensions of temperament.

A

happy, active, vocal and seeks stimulation

42
Q

Describe effortful control according to Rothbart’s dimensions of temperament.

A

focus attention, not easily distracted and inhibits responses

43
Q

T/F Emotions develop at a different rate than cognitive skills

A

False

44
Q

When does attachment develop?

A

Around 7-9 months

45
Q

How can a caregiver respond to a fussy child to make them stop while developing cognitively?

A

Respond sympathetically

46
Q

Describe Bowlby’s theory of attachment.

A

Pre-attachment- birth to 6 weeks- close contact with caregiver but don’t get too upset when left with someone unfamiliar
Attachment in the making- 6-8 weeks to 6-8 months- start showing preference to caregiver over strangers
True (clear cut) Attachment- 6-8 months to 18 months- caregiver is a secure base to explore from
Reciprocal Attachment- 18 months on- infant knows caregiver comes and goes and gets less upset

47
Q

How are personality and temperament linked?

A

Directly- temperament traits lead to personality traits
Indirectly- Temperament creates an environment that fosters a kind of personality development

48
Q

Describe negative affect according to Rothbart’s dimensions of temperament. What two categories can it be broken down to?

A

angry, fearful, frustrated and is not soothed easily. Broken down to irritable distress (fussiness and anger when needs aren’t met) and fearful distress (wariness in new situations)- fearful doesn’t happen until 6 or 7 months

49
Q

T/F Temperament becomes more stable as the child develops?

A

True

50
Q

Briefly describe the steps of The Strange Situation.

A

Intro to unfamiliar playroom, caregiver and infant alone, stranger enter, caregiver leaves, first reunion + stranger leaves, caregiver leaves pt2, reunion with stranger, caregiver returns + stranger leaves again

51
Q

How do avoidant attachment children typically react during the Strange Situation?

A

baby is not upset when mom leaves and ignores her when she comes back

52
Q

How do resistant attachment children typically react during the Strange Situation?

A

upset when mom leaves and remains that way

53
Q

How do disorganized attachment children typically react during the Strange Situation?

A

Baby is confused when mom leaves and when she comes back

54
Q
A
55
Q

What attachment styles do adults have? Describe them.

A

Secure adults- objective view on childhood and appreciate their parents
Dismissive adults- can’t remember precise experiences and dismiss value of their parents- still idolize them
Preoccupied adults- describe childhood with emotion and are angry at parents

56
Q

How does guilt help children make better decisions?

A

Negative feelings get associated with actions and can be remembered to change future behaviour to avoid the negative feeling.

57
Q

How early might infants be able to identity emotions?

A

As early as 4 months

58
Q

T/F Voice cues are more effective than facial cues?

A

True

59
Q

T/F Emotions develop at a different rate than cognitive skills

A

False

60
Q

How can a caregiver respond to a fussy child to make them stop while developing cognitively?

A

Respond sympathetically

61
Q

How can someone deal with negative emotions?

A

Changing attention or reappraising situations

62
Q

Describe effortful control according to Rothbart’s dimensions of temperament.

A

focus attention, not easily distracted and inhibits responses

63
Q

T/F Temperament becomes more stable as the child develops?

A

True

64
Q

Describe surgency/extraversion according to Rothbart’s dimensions of temperament.

A

happy, active, vocal and seeks stimulation

65
Q

Describe negative affect according to Rothbart’s dimensions of temperament. What two categories can it be broken down to?

A

angry, fearful, frustrated and is not soothed easily. Broken down to irritable distress (fussiness and anger when needs aren’t met) and fearful distress (wariness in new situations)- fearful doesn’t happen until 6 or 7 months

66
Q

When does attachment develop?

A

Around 7-9 months

67
Q

Describe Bowlby’s theory of attachment.

A

Pre-attachment- birth to 6 weeks- close contact with caregiver but don’t get too upset when left with someone unfamiliar
Attachment in the making- 6-8 weeks to 6-8 months- start showing preference to caregiver over strangers
True (clear cut) Attachment- 6-8 months to 18 months- caregiver is a secure base to explore from
Reciprocal Attachment- 18 months on- infant knows caregiver comes and goes and gets less upset

68
Q

How do avoidant attachment children typically react during the Strange Situation?

A

baby is not upset when mom leaves and ignores her when she comes back

69
Q

How are personality and temperament linked?

A

Directly- temperament traits lead to personality traits
Indirectly- Temperament creates an environment that fosters a kind of personality development

70
Q

Briefly describe the steps of The Strange Situation.

A

Intro to unfamiliar playroom, caregiver and infant alone, stranger enter, caregiver leaves, first reunion + stranger leaves, caregiver leaves pt2, reunion with stranger, caregiver returns + stranger leaves again

71
Q

How do resistant attachment children typically react during the Strange Situation?

A

upset when mom leaves and remains that way

72
Q

What attachment styles do adults have? Describe them.

A

Secure adults- objective view on childhood and appreciate their parents
Dismissive adults- can’t remember precise experiences and dismiss value of their parents- still idolize them
Preoccupied adults- describe childhood with emotion and are angry at parents

73
Q

How do disorganized attachment children typically react during the Strange Situation?

A

Baby is confused when mom leaves and when she comes back

74
Q

T/F secure adults are not likely to make secure children because self-awareness of their parents does not matter in how they parent

A

False