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PSYO 2090 > Chapter 10: Emotional Development > Flashcards

Chapter 10: Emotional Development Flashcards

1
Q

functions of emotions

A
  • emotions are valuable because they help people adapt to their environment
  • perform regulatory functions
  • links brain systems together to form state of mind
  • connects mind to another in interpersonal relationships
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2
Q

how fear is adaptive

A
  • helps survival

- organizes your behaviour around an important goal—avoiding danger

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3
Q

how is happiness adaptive?

A

contributing stronger interpersonal relationships

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4
Q

how is disgust adaptive?

A

keeping people away from substances that might make them ill

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5
Q

7 basic emotions

A 
happiness
anger
surprise
interest
disgust
sadness
fear
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6
Q

basic emotions consist of 3 elements

A

1) subjective feeling
- involved cognitive processes, such as appraisal of evaluation of meaning

2) physiological change
- endocrine, autonomic, cardiovascular changes

3) overt behaviour
- something you can see from the outside

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7
Q

4 steps to experiencing emotions

A

1) pay attention (get cue in brain)

2) appraise/arousal
- experience primary emotion (initial core feeling)

3) differentiation and categorical emotions
- past experiences start to tell us how we feel in certain situations

4) affect and mood

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8
Q

what is elaborative appraisal

A
  • decide whether the information we are getting is good or bad
  • informed on past experience with stimulus
  • informed by present context
  • informed about our expectations of what it will elicit in the future
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9
Q

what is arousal?

A

heart rate increases/decreases, body gets ready to act in some way

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10
Q

affect vs mood

A

AFFECT = way emotional states are revealed (certain facial expressions, looking down when sad, etc.), it is what you experience in the moment

MOOD= how you feel across different moments, and over time

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11
Q

_____ is the primary mode in which emotion is communicated

A

non-verbal behaviour

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12
Q

5 non-verbal behaviours

A
  • facial expression
  • eye gaze
  • tone of voice
  • bodily motion
  • timing/intensity of response
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13
Q

development of emotions: Lewis

A

infants only express 2 basic emotions when born:

pleasure and distress

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14
Q

experiencing and expressing emotions: 2-3 months

A

happiness (earliest smile seem to be a reflex, not until 2-3 months it is more an emotion and intention of seeking interaction)

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15
Q

experiencing and expressing emotions: 4-6 months

A

anger

  • one of the first negative emotions
  • typically see it when take something away that they really want
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16
Q

experiencing and expressing emotions: 6 months

A

fear

  • see stranger wariness, adaptive function, learn that people unfamiliar aren’t necessarily safe (helps protect them)
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17
Q

experiencing and expressing emotions: 8-9 months

A

all basic emotions: happiness, anger, fear, disgust, sadness, interest, surprise

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18
Q

experiencing and expressing emotions: 18-24 months

A

complex (self-conscious) emotions: pride, shame, guilt, and embarrassment

  • self-conscious, when they are able to see themselves in mirror and detect it is themselves
  • all of these emotions involve something relational (learn through social learning)
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19
Q

what are self-conscious emotions

A

involve feelings of success when standards or expectations are met, and feelings of failure when they are not. Depends on child having some understanding of self (occurs 15-18 months)

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20
Q

experiencing and expressing emotions: 7 years

A

regret

  • do something and then wish they wouldn’t have
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21
Q

Newborns experience only 2 general emotions

A

pleasure

distress

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22
Q

when do we experience all basic emotions

A

8-9 months

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23
Q

social smiles first appear when?

A

2-3 months

  • infants smile when see another person
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24
Q

when does negative emotion appear

A

4-6 months

  • anger is first negative emotion
  • emerges from generalized distress
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25
Q

when and what is stranger wariness?

A

about 6 months, infants become wary in presence of unfamiliar adult

  • adaptive because emerges at same time that children begin to master creeping/crawling
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26
Q

cultural differences in emotional expression differ in terms of: (2)

A
  • display rules

- events that trigger emotions

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27
Q

what does Siegal say about cultural differences in emotional expression?

A

though we can accurately categorize emotions across cultures and individuals, it does not mean that one person’s categorical emotion is the same as another’s.

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28
Q

at what age do infants begin to distinguish facial expressions associated with different emotions

A

4-6 months

  • often match emotions to others
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29
Q

what is social referencing?

A

process by which a child looks to the facial expression and other nonverbal aspects of a parent’s signals to determine how to feel and response in an ambiguous situation

  • Infants in unfamiliar/ambiguous environment often look at their caregiver, as if searching for cues to help them interpret the situation
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30
Q

social referencing at 12 months

A

children use this process to help direct their behaviour

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31
Q

social referencing at 18 months

A

children demonstrate preferences for certain kinds of emotional information

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32
Q

children understanding emotions in kindergarten

A

children understand that undesirable events often make a person feel angry/sad

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33
Q

understanding emotions in elementary school

A

children understand that people can have mixed feelings

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34
Q

what are display rules

A

culturally specific standards for appropriate expressions of emotion in a particular setting or with a particular person

  • children can learn these
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35
Q

how do children learn display rules?

2 ways

A
  • Social learning (parents reinforce behaviours)

- Positive rewarding familial relationships (in the moment and talking about previous experiences)

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36
Q

what does regulating of emotions begin?

A

Regulation of emotions begins in infancy, about 4-6 months’ infants use simple strategies to regulate emotions

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37
Q

24 month old regulating emotions

A

Regulation of emotions begins in infancy, about 4-6 months’ infants use simple strategies to regulate emotions

E.g. sadness is way to get mothers attention

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38
Q

regulating emotions as children get older

A

As children get older they begin to rely less on adults for support regulating emotions. They begin to use mental strategies and are able to match strategies to particular settings

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39
Q

____ is important part of emotion regulation

A

ATTENTION

  • we can control emotions such as fear by diverting attention to other less emotional stimuli, thoughts, feelings
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40
Q

Emotion focus therapy: FEAR

need/action

A

need: safety/protection

action tendency: run, hide (etc.)

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41
Q

emotion focus therapy: SADNESS

need/action

A

need: comfort
action: get a hug

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42
Q

emotion focus therapy: ANGER

need/action

A

need: boundary
action: defend the boundary

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43
Q

what is temperament?

A

Pattern of emotion and behavioural styles that is evident in the first few weeks after life, is fairly stable across situations, and is biologically based

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44
Q

what is personality composed of?

A

temperament + experience

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45
Q

9 dimensions in Thomas and Chess Patterns of Temperament study

A

1) activity level
2) biological rhythmicity
3) approach/withdrawal
4) adaptability
5) intensity of reaction
6) quality of mood
7) persistence/attention span
8) distractibility
9) threshold of responsiveness

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46
Q

3 classifications used by Thomas and Chess to describe temperament

A

1) easy
2) difficult
3) slow-to-warm-up

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47
Q

“easy” children

Thomas and Chess- Temperament

A

calm, relaxed, happy and cheerful, predictable routines, and flexible (most common), adjust well to new situations

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48
Q

“Difficult” children

Thomas and Chess- Temperament

A

irritable, fussy, upset easily, unpredictable/irregular schedules, intense responses to new situations (2nd most common), hard to soothe

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49
Q

“Slow-to-warm-up” children

Thomas and Chess- Temperament

A

often unhappy, cautious and sometimes fussy, do not like new situations (not upset by unfamiliar situations), but warm up to new stimuli with repeated exposure

  • Not as bothered by unfamiliar situations as fussy babies
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50
Q

activity level

Thomas and Chess-Temperament

A

level, tempo, and frequency of motor behaviour

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51
Q

biological rhythmicity

Thomas and Chess-Temperament

A

regularity of biological functions

  • sleeping, feeding, elimination
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52
Q

approach/withdrawal

Thomas and Chess-Temperament

A
  • nature of initial response to new stimuli

- food, people, toys

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53
Q

adaptability

Thomas and Chess-Temperament

A

ease with which child responds to new stimuli, or changes in situation

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54
Q

intensity of reaction

Thomas and Chess-Temperament

A

energy level of response, ranging from mild to strong, regardless of whether reaction is positive or negative

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55
Q

quality of mood

Thomas and Chess-Temperament

A

balance of pleasant, joyful, friendly behaviour compared to unpleasant, crying, unfriendly behaviour

56
Q

persistence/attention span

Thomas and Chess-Temperament

A

continuation of an activity in spite of obstacles and length of time a particular activity is pursued

57
Q

distractibility

Thomas and Chess-Temperament

A

effectivness of external stimuli in alternating the direction of ongoing behaviour

58
Q

threshold of responsiveness

Thomas and Chess-Temperament

A

intensity level of stimulation necessary to evoke a response

59
Q

Rothbart Three Dimensions

A

1) surgency/extraversion
2) negative affect
3) effortful control

  • biologically, non-independent (overlap) dimensions
  • tested, and should be present across different cultures
60
Q

Surgency/Extraversion

Rothbart Three Dimensions

A

the extent to which a child is generally happy, active, vocal and regularly seeks interesting stimulation

61
Q

Negative affect

Rothbart Three Dimensions

A

the extend to which a child is angry, fearful, frustrated, shy and not easily soothed

62
Q

Effortful control

Rothbart Three Dimensions

A

the extent to which a child can focus attention, is not easily distracted and can inhibit responses

63
Q

heredity influence temperament

A
  • Identical twins are more alike than fraternal twins in most aspects of temperament
  • Negative affect seems to be the most influenced by heredity (family members display higher levels of negative affect, you are more likely too as well)
  • Bigger impact on temperament in childhood than infancy
64
Q

environment influence temperament

A
  • Infants are less emotional when parents are responsive

- Environment appears to be particularly important for positive emotions

65
Q

DRD4 gene

A
  • not a temperament gene

- linked to behaviours that make up temperament (e.g. novelty seeking, fearlessness)

66
Q

nature X nurture

A

Temperament influences susceptibility to environmental influence

67
Q

stability of temperament

A
  • moderately stable through infancy, childhood and adolescence
  • a predisposition, influenced by experience and opportunities
  • linked to various developmental outcomes across time
  • – School success, interactions with peers, ability to cope with problems, behaviour problems, mental health concerns, prosocial behaviour, etc.

**Temperament is important by not necessarily determinant

68
Q

persistent vs active/distractible children

A

Persistent children less likely to succeed in school, whereas active and distractible children are less likely to succeed

69
Q

shy, inhibited children

A

often have difficulty interacting with their peers and often do not cope effectively with problems

70
Q

anxious, fearful children

A

more likely to comply with a parents rules and requests, even when parent is not present

71
Q

children who are frequently angry/fearful more prone to

A

depression

72
Q

Children who are capable of greater effortful control as 3-4 year olds have…

A

have higher scores on measures of working memory, and as school-aged children, are less likely to be diagnosed with ADHD

73
Q

goodness of fit

A

Having a ‘good fit’ between child’s temperament and the environment in which they grow up is ideal for their development

74
Q

implications of goodness of fit for parenting

A
  • Babies who are quiet and shy benefit when parents actively stimulate them
  • Babies who are active and outgoing do better when they are given the space to explore on their own

Conclusion: parent-child interactions are most successful when both parties adjust to the needs of the other

75
Q

attachment: evolutionary context

A

According to evolutionary psychology, many human behaviours represent successful adaptation to the environment– -some behaviours have made it more likely that people will reproduce and pass on their genes to following generations. Our social nature is product of evolution

76
Q

3 evolutionary psychologists

A

Konrad Lorenz: imprinting

Harry Harlow: isolation and internal deprivation of monkeys

77
Q

attachment: evolutionary context in orphanages

A

Difficulty emotional development, slow social development

78
Q

John Bowlby

A

Founding father of attachment theory

79
Q

Attachment theory: what is attachment??

A

formation of an enduring, social-emotional relationship with responsive caregiver, more likely to survive

  • Parent= secure base (in healthy relationship, child knows parent will always be there and respond to their needs)
80
Q

evolutionary perspective of attachment theory

A

attachment facilitates children’s survival

81
Q

Bowlby’s 4 stages of attachment development

A

1) Pre-attachment
2) attachment in the making
3) true attachment
4) reciprocal relationships

82
Q

Pre-attachment occurs when?

Bowlby’s stages of attachment development

A

birth to 6-8 weeks

83
Q

what is Pre-attachment stage?

  • what occurs
  • infant behaviours

(Bowlby’s stages of attachment development)

A
  • Infants and parents recognize one another (e.g. smell, sound)
  • maternal bonding
  • Infant behaviours: crying, smiling, parent-directed eye gaze
  • All to facilitate interactions between infant and parent
84
Q

what is maternal bonding

A
  • occurs during pre-attachment
  • development of mother’s emotional attachment to child
  • Facilitated by early contact (e.g. skin-to-skin)
  • – Stabilizes heart and O2 levels, helps with pain management, and helps babies start to regulate their emotion
85
Q

Attachment in the making stage occurs when??

Bowlby’s stages of attachment development

A

6-8 week to 6-8 month

86
Q

What occurs during attachment in the making stage?

Bowlby’s stages of attachment development

A

Discriminate social responsiveness:

  • social with strangers, but signs of bias towards familiar caregivers (laughing, soothing)
  • i.e. social responses directed towards caregivers
87
Q

what does True Attachment stage occur?

Bowlby’s stages of attachment development

A

6-8 month to 18 month

88
Q

what occurs during true attachment stage?

Bowlby’s stages of attachment development

A
  • attachment figures become “special” relative to others
  • child’s secure, social-emotional base—trustworthy person
  • cognitive development—internal working model

co-occurs with other changes:

  • emotional response of fear strongly emerges (stranger danger & separation protest)
  • physical development some physical independence
89
Q

what is internal working model?

A

mental representation of attachment figure based on expectations of their availability and responsiveness

  • a set of expectations about caregivers availability and responsiveness generally, and in times of stress
90
Q

when do reciprocal relationships occur?

Bowlby’s stages of attachment development

A

18 months and on

91
Q

what occurs during reciprocal relationships?

Bowlby’s stages of attachment development

A
  • children’s cognitive and language development partnership

- children can initiate interactions, negotiate with attachment figure, understand attachment figures feelings/goals

92
Q

Study of Infant-Parent attachment

A

Mary Ainsworth

  • developed strange-situation procedure
93
Q

strange-situation procedure

Infant-parent attachment

A
  • patterns of behaviour displayed by infant upon separation and reunion with parent

separation from parent activated the attachment system

  • separation from parent= emotionally stressful
  • reunion with parent= emotionally calming
  • looks at infant’s proximity seeking, ease with which they are soothed, rapidity of return of play
  • information about mental representation of parent
94
Q

8 steps to strange situation procedure

A
  1. shows the experimental room to mother and infant, then leaves the room
  2. infant is allowed to explore the playroom for 3 mins; mother watches does not participate
  3. stranger enters room and remains silent for 1 min, the talks to baby for 1 min, then approaches the baby. Mother leaves unobtrusively
  4. stranger does not play with the baby but attempts to comfort it if necessary
  5. after 3 mins, mother returns and greets and consoles baby
  6. when baby has returned to play, mother leaves again, this time saying “bye-bye” as she leaves
  7. stranger attempts to calm and play with baby
  8. after 3 mins the mother returns and stranger leaves
95
Q

secure vs insecure attachment

A

secure: As adolescents tend to depend on parents for care and support
insecure: being angry with parents or deny being close to them

96
Q

3 types insecure attachment

A

avoidant
resistant
disorganized

97
Q

what is secure attachment?

A
  • Promotes trust and confidence in other humans, leads to more skilled social interactions later in childhood
  • When caregivers respond to infants predictably and appropriately
98
Q

key features of secure attachment

A
  • Explores room, plays with toys
  • Misses parent during separations
  • Often cries when left alone
  • Prefers parent over stranger
  • Actively greets parent
    o e.g., seeking out physical contact
  • Settles and returns to play easily
  • Characterizes 60-65% of North American babies
99
Q

key features of insecure avoidant attachment

A
  • Not distressed by separation from parent
  • Likely avoids/ignores parent on reunion
    (E.g., turns or moves away, leans away if picked up)
  • Little to no proximity seeking, distress, anger
  • Appears unemotional in response to parent
  • Stronger focus on toys/environment than parent
  • Characterizes ~20% of North American babies
100
Q

key features of insecure resistant attachment

A
  • Baby may be wary/distressed pre-separation
    (E.g., little play or interaction with environment)
  • Appears preoccupied with parent throughout
    (E.g., seems angry with parent)
  • Not easily consoled by parent upon reunion
  • May continue to focus on parent & cry
  • Less likely to return to exploration/play
  • Characterizes 10-15% of North American babies
101
Q

key features of insecure disorganized attachment

A

Disorganized or disoriented behavior in presence of parent

  • E.g., Freezing with trance-like expression & hands in the air
  • E.g., Standing when parent returns, then huddling on floor
  • E.g., Clinging to parent & crying, while leaning away and averting gaze
  • Characterizes 5-10%
102
Q

define attachment (deeper look)

A

attachment at its core is based on parental sensitivity and responsivity to the child’s signals, which allows for collaborative parent-child communication

  • sensitive and attentive to child’s needs, able to ‘read’ mental/emotional states of child
  • responsive to child’s needs, able to adjust own behaviour to meet needs of child, response is predictable
103
Q

affect attunement

A

ability to “match” the child’s affective state

104
Q

contingent communication gives rise to…

A

secure attachment and is characterized by a collaborative give-and-take of signals between the members of the pair
- attachment relationships develop from parent-child communication

105
Q

what is parent-child synchrony

A
  • harmonious, reciprocal, and mutually responsive interaction between parent & child
  • Initially one-sided
  • Facilitated by parent’s sensitivity and responsiveness
106
Q

Contingent communication involves (2)

A

1) Parents ability to accurately interpret child’s signals
- i.e. to truly understand what the child needs

2) parents ability to respond in a timely and effective manner

107
Q

4 functions of attachment

A

1) Maintain infant’s sense of security
- within attachment system, both infant and parent play role
- e.g. infant crying

2) Regulate infant’s affect and arousal
- arousal= ‘being alert’ emotionally and physically stressful
- emotion regulation vs dysregulation

3) communication/promote expression of feelings
- transactions between parent/child

4) a base for exploration
- developing a healthy independence

108
Q

Parent: Secure attachment style

A

parent demonstrates high contingent communication

  • emotionally available and attuned
  • sensitive and attentive
  • responsive
109
Q

childrens internal working model of parent in SECURE attachment

A

trustworthy

110
Q

Parent: insecure avoidant attachment style

A

parent demonstrates low contingent communication

  • emotionally unavailable
  • not perceptive
  • rejecting
  • unresponsive
  • “deactivation” of attachment system
111
Q

child’s internal working model of parent INSECURE AVOIDANT attachment

A

unavailable

112
Q

Parent: Insecure resistant attachment style

A

parent demonstrates inconsistent contingent communication

  • sometimes emotionally available
  • sometimes sensitive and attentive
  • sometimes responsive
  • “overactivation” of attachment system
113
Q

child’s internal working model of parent: insecure resistent

A

inconsistent

114
Q

Parent: insecure disorganized attachment style

A

parent demonstrates disorganized communication

  • expressed fear of child
  • elicits fear in child
  • disoriented
  • approach and avoidance
115
Q

child’s internal working model of parent: insecure disorganized

A

disorganized

116
Q

parental touch: during play vs after surgery

A
  • during play: mothers more affectionate than fathers; fathers are more stimulating (e.g quick touches) and proprioceptive (e.g. moving, orienting baby) than mothers
  • after surgery: mothers touch children at higher rates than fathers; mothers more likely than fathers to embrace children
117
Q

Cultural differences: parent-child attachment

  • germany, korea, japen
A

cultural differences in caregiving influence attachment styles on the SSP

  • Germany: fewer secure and more insecure-avoidant
  • Korea: more secure, fewer insecure-avoidant
  • Japan: more insecure-resistant, fewer insecure-avoidant
118
Q

what remains true cross-culturally in parent-child attachment

A
  • Caregiver sensitivity is associated with infant security

- “Secure base” = universal function of attachment

119
Q

attachment relationships are (2)

A

developmental

contextual

120
Q

developmental attachment relationships

A

may be different across lifespan (e.g. infancy vs adolescence) or in different relationships (e.g. parent-child vs romantic relationships)

121
Q

contextual attachment relationships

A

may be influenced by broader contexts, such as life events (E.g. life-changing events), or socioeconomic factors

122
Q

attachment style of a child is influenced by

A
  • his/her parents attachment style
  • his/her grandparents attachment style
  • his/her great-grandparents attachment style (etc.)
123
Q

Adult attachment interview

A

Adult Attachment Interview
Mary Main and Colleagues

  • assessment of an individuals internal working models of attachment
124
Q

Adult attachment interview questions target (2)

A
  • memories related to attachment

- relationships with parents (past/present)

125
Q

adult attachment interview types of questions asked

A

1) what was your early relationship with your mom/dad like?
2) when you were upset as a child, what did you do?
3) the first time you remember being separated from your parent, how did you/your parents respond?
4) were your parents ever threatening with you in any way?
5) did you ever feel rejected as a young child?
6) how do you think your experiences with your parents affected your adult personality/development?

126
Q

4 parental models of attachment

A

1) secure/autonomous
2) dismissing
3) pre-occupied
4) unresolved/disorganized

127
Q

secure/autonomous quality of disclosure

parental models of attachment

A

coherent, fluid, organized

leads to integration

128
Q

secure/autonomous

parental models of attachment

A
  • value of attachment relationships
  • believe attachment relationships influenced personality
  • objective and balanced descriptions of attachment relationships
  • easily recall and discuss attachment relationships
  • realistic view of parents and attachment experiences
  • describe childhood experiences objectively and value the impact of their caregiver-child relationship on their development
129
Q

dismissing- quality of disclosure

parental models of attachment

A

not coherent

130
Q

dismissing

parental models of attachment

A
  • dismiss value of attachment relationships
  • normalizing of parents
  • general memories of attachment experiences—lack detail
  • distant of cut-off relationships from parents (Current)
  • sometimes deny the value of childhood experiences and sometimes are unable to recall those experiences precisely, yet they often idealize their caregivers
131
Q

preoccupied- quality of disclosure

parental models of attachment

A

not coherence

132
Q

preoccupied

parental models of attachment

A
  • preoccupied with parents and past attachment relationships
  • idealize parents
  • blame themselves for difficulties in attachment relationships
  • exhibit anger or confusing about attachment relationships
  • describe childhood experiences emotionally and often express anger or confusion regarding relationships with their caregivers
133
Q

unresolved/disorganized quality of disclosure

parental models of attachment

A

lacking coherence, disorganized

134
Q

unresolved/disorganized

parental models of attachment

A

during discussions of loss/trauma:

  • lose track of what they were saying
  • become silent
  • abruptly switch topics
135
Q

a person’s attachment style on the AAI is associated with

A
  • their own attachment style as an infant on the SSP (modest correlation- attachment can change)
  • attachment style of their infant on the SSP
136
Q

prospective studies using AAI with pregnant women show…

A

parents AAI attachment style prior to giving birth can predict the infants attachment style on the SSP in ~70% of babies (generational transmission of internal working models)

PSYO 2090 (12 decks)

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