chapter 10 emotional development Flashcards
darwin’s beliefs
emotion is innate and consistent across humans (from observing facial, verbal, gestural expressions)
discrete emotions theory
innate and each have distinct set of bodily/facial reactions
emotional responses are automatic, not cognitive
proof: infants express recognizable emotions without being taught (similar reactions across cultures)
functionalist perspective
emotion’s purpose is to achieve a goal - dif emotions are not separate
responses to subconscious environmental assessments
*exception: if child recognizes person is faking the emotion
emergence of emotions - people mostly agree that
6 basic universal emotions: happiness, fear, anger, sadness, surprise, disgust
how to interpret emotions in infants
observe face via AFFEX (emotional coding system that links facial expressions to emotions)
development of happiness
smiling starts young
reflex
more frequent expression with age
0-1 mo: durign REM
1mo+: when stroked
3mo: social smiles
3-4 mo: smile/laugh from pleasure
5mo: smile at funny things
development of fear
little firm evidence at young age
7mo: 1st signs and recognize in others
test early adaptive fear of strangers from 4-16mo (none at 4, some by 8)
8-24mo: sep anxiety in many cultures
preschool age: fear imaginary creatures
5-6yrs: differentiate fear of real vs imaginary things
development of anger
response to frustration
adaptive self defense mech
1yo: clear and frequent
test when it develops using AFFEX every 4 mo from (4-16mo)
18-24 mo: most likely to react w/ anger, decreases when they can use their words
preschool: anger if harmed regardless of intent
young school age: anger if harm intended
dev of sadness
infants show in same situations as anger
preschool: sad less freq than angry
young ch: when separated from parents
adaptive
dev of disgust
adaptive to avoid poison
learn from parents
dev of surprise
react to unexpected (not same as startled - phys rxn, reflex)
involves cognition
by 6mo
extent depends on parent emotional environment
when do self conscious emotions arise
about 2yrs old (need to know they’re separate from other people)
difference between guilt and shame
guilt: empathy for others, regret, desire to undo consequences of behavior
shame: feeling of personal failure, low self worth
understanding of emotions across development
3mo: recognize some facial expressions
7mo: recognize facial expressions for fear, sadness, interest
12-14mo: cannot pair face with tone, 16-18mo can
2-3 yo: label puppet emotions
elem/middle school: label self conscious emotions
did masks and covid affect emotional recognition with children
no
consequence of neurodivergence and emotion recornigtion
difficulty interpreting
how to measure emotional intelligence
fill in blank about self and abilities
recognizing false emotions
1.5yo can recognize exaggerated false emotions
5yo can differentiate between emotion shown vs felt
display rules
social norms for expressing/masking emotions for gender and country
how to develop emotional regulation
learn from co-regulation with adults
first signs around 5mo: self comforting behavior and self distraction
how to improve emotional regulation in neurodivergent children
cog behavior therapy
still face paradigm
4mo 1.5ft from mother
controls: play 2 minutes with mother, mother ignores for 2 minutes
experimental: play 10 min, ignore 2 min
children get upset when ignored (their emotions are affected by parents’ behavior/reactions to ch’s emotions)
thomas and chess temperament studies
Between person approach
interview parents and make 3 categories
1) easy
2) difficult
3) slow to wRM UP
within person approach to temperament measurement
characterize every child with same set of dimensions
number dimensions unsure
every child has some level of each
mary rothbart 5 temperament dimensions
fear, distress/anger/frustration, attn span, smiling/laughter
asses with child behavior questionnaire by parents/teachers
pros and cons to parent reports vs lab data
parent reports: parents know child best, might be biased
lab data: less bias but may behave different (low external validity)
determinants of temperament
genes: identical twins more similar than fraternal
environment: teratogens and parent behavior
active child: changes parent behavior
passive gene environment correlation: parent temperament changes child temperament by genes and home enviro
orchids vs dandelions
orchids: sensitive - environment makes or breaks
dandelions: less sensitive - can do well in various environments
internalizing mental disorders
depression and anxiety
anxiety
with age, risk of non separation anxieties increases
33% genes but also enviroment
depression
physical and cognitive changes
more girls report symptoms
most diagnosed in adolescence
genes and environment
Tx for internalizing mental disorders
CBT and SSRIs
