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Emotions: Scientific and Clinical Aspects > Chapter 11: Individual Differences in Emotionality > Flashcards

Chapter 11: Individual Differences in Emotionality Flashcards

Week 6: Individual Differences

1
Q

big five personality traits

A

openness, agreeableness, conscientiousness, extraversion, and neuroticism. play a crucial role in shaping successful life outcomes, even in the face of adversity

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2
Q

neuroticism

A

involves the emotional tendencies of anxiety, hostility, and depression

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3
Q

extroversion

A

is defined by warmth and the tendency to experience and express positive emotions such as joy, enthusiasm, and excitement

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4
Q

agreeableness

A

includes trust and altruism and is associated with sympathy, love, and gratitude

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5
Q

conscientiousness

A

includes achievement-striving, self-discipline, and dutifulness

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6
Q

openness to experience

A

is associated with an attraction to fantasy, aesthetics, feelings, and ideas

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7
Q

little six model for children and youth

A

extroversion, agreeableness, conscientiousness, neuroticism, openness, and activity

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8
Q

negative life events

A

both independent (uncontrollable) and dependent (influenced by individual actions), can bring about changes in personality

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9
Q

neurotic individuals

A

tend to exhibit a negative bias, reacting strongly to negative events and showing poor coping strategies. neuroimaging studies indicate dysregulated amygdala functioning in such individuals during emotion regulation

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10
Q

extroverted individuals

A

involves a bias towards positive appraisals, and individuals high in extraversion react more strongly to positive events

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11
Q

emotional changes over development

A

reveal a decrease in the intensity of both positive and negative emotions across elementary school years. adolescents experience a reduction in positive mood

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12
Q

dips in personality maturity

A

adolescence is marked by dips in personality maturity, known as the disruption hypothesis, showing declines in conscientiousness, openness, and emotional stability

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13
Q

types of gene-environment correlations

A
  • active rGE
  • evoactive rGE
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14
Q

active rGE

A

when individuals actively seek out or create environments that align with their genetically influenced preferences, traits, or abilities

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15
Q

evoactive rGE

A

when an individual’s genetically influenced traits elicit specific responses or reactions from others in their environment, like parents adjusting their parenting style based on a child’s temperament

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16
Q

secure attachment

A

associated with sensitive and intensive caregiving, allowing infants to expect parental availability during stress

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17
Q

avoidant attachment

A

linked to consistently insensitive caregiving, leading infants to minimize signs of distress as their emotions may be ignored

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18
Q

resistant (ambivalent) attachment

A

develops in the context of inconsistent caregiver sensitivity, with infants maximizing distress expression to elicit a response from parents

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19
Q

disorganized attachment

A

develops in a chaotic or frightening caregiving environment, where children lack a developed means to regulate painful emotions during attachment distress

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20
Q

cortisol

A

shows different patterns in infants categorized as insecure or disorganized compared to secure infants in distressing attachment contexts

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21
Q

adult attachment interview (AAI)

A

evaluates how individuals process and narrate their attachment-related memories, providing insight into their attachment patterns or strategies

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22
Q

adults attachment style classification

A
  • autonomous (similar to secure)
  • dismissing (similar to avoidant)
  • preoccupied (similar to resistant)
23
Q

higher risk of insecure attachment

A

children in disadvantaged settings, such as those living in poverty, experiencing abuse, or growing up in institutional care, are more likely to develop insecure or disorganized attachment styles

24
Q

maltreatment as a potent risk factor

A

in a meta-analysis involving 4,792 children, CYR et al. found that maltreatment was a particularly strong predictor of insecure and disorganized attachment

25
Q

multiple environmental risks

A

children facing multiple simultaneous risks showed attachment insecurity similar to maltreated children, emphasizing the impact of cumulative disadvantage

26
Q

minimal genetic link in early attachment

A

early attachment patterns, such as secure or insecure, show little connection to genetics or child temperament

27
Q

parental consistency across siblings

A

parents tend to respond similarly to all children, possibly supporting species-specific needs like cooperation

28
Q

increased heritability in adolescence

A

genetic influence on attachment appears stronger in adolescence, possibly due to children’s traits affecting caregiving behavior over time

29
Q

genetic influence on disorganized attachment

A

some studies suggest disorganized attachment may be more genetically influenced, with genes and early brain development linked to this attachment type

30
Q

genetic influences on attachment

A

overall, genetics plays a limited role in early attachment but may be more relevant in adolescence and certain attachment types

31
Q

biobehavioral synchronization

A

involves both behavioral and physiological alignment between parents and infants, strengthening their bond at both levels

32
Q

interactional synchrony

A

the turn-taking interaction between parents and infants begins in pregnancy and continues through the first year, helping establish parent-infant synchronization

33
Q

heart rhythm coordination

A

parent and infant heart rhythms begin to align

34
Q

oxytocin release

A

emotional synchronization triggers oxytocin, a bonding hormone

35
Q

parental mentalization

A

involves parents ability to understand and hold in mind the internal states of their children

36
Q

maternal sensitivity

A

plays a crucial role in building the neural architecture that promotes social interaction, supporting children’s ability to think about other people

37
Q

cognitive sensitivity

A

expands the idea of parental sensitivity to include consideration of a social partner’s knowledge and abilities during interactions involving joint goals

38
Q

emotion language and mental state talk

A

parents shape children’s emotional experiences through emotional language and mental state talk, which involves discussing emotions, desires, and thoughts, this helps children understand their own emotions and those of others

39
Q

socioemotional development

A

how children start to understand who they are, what they are feeling, and what to expect when interacting with others

40
Q

intergenerational transmission of parenting styles

A

parenting styles can be passed down through generations. this cycle is influenced by partner choices

41
Q

emotional contagion

A

both negative and positive emotional contagion can occur. young children may be particularly influenced by the emotional contagion that occurs in their families

42
Q

multilevel perspective

A

is key to understanding children’s emotional development. while parents are a primary influence, other factors also play a role

43
Q

macro influences

A

like socioeconomic status, neighborhood, and schools (distal factors)

44
Q

primal factors

A

such as relationships with family and friends, which are closer to the child in time and space

45
Q

social learning

A

siblings influence each other’s emotional development through social learning, where they learn to recognize, label, and express emotions

46
Q

positve sibling relationships

A

promote emotional adjustment and resilience, especially for girls. siblings also affect each other’s empathy and behavior

47
Q

differential parenting

A

can harm sibling bonds over time

48
Q

emphatic interactions

A

increase empathy in both younger and older siblings, while younger siblings oppositional behavior can reduce aggression in older siblings

49
Q

emotion regulation and cooperation-focused programs

A

have been effective in improving sibling relationships and promoting prosocial behavior

50
Q

social cognition

A

peer interactions boost social cognition, helping kids understand emotions like mixed feelings

50
Q

temperament

A

influences how others engage with us; positive kids attract more positive interactions

51
Q

shared thinking and cooperation

A

healthy relationships depend on shared thinking and cooperation, which supports emotional growth

52
Q

socioeconomic status (SES)

A

influences children’s emotional development through limited resources, stress, and unhealthy behaviors

Emotions: Scientific and Clinical Aspects (18 decks)

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