Chapter 5 Part I emotions Flashcards

1
Q

emotions

A

emotions are integrated process that motivates responses feeling, physiology, cognition, behavioral response patter

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2
Q

primary emotions

A
  • first day: interest, distress, disgust, contentment

- first months: anger, fear, joy, sadness, surprise

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3
Q

why are emotions important

A

Children communicate their feelings, needs, and wishes to others and regulate other people’s behavior through emotional expression

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4
Q

perspectives on emotional development

A
  • biological
  • learning
  • functional
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5
Q

biological perspective

A
  • Charles Darwin: structural view
    (emotional expressions are innate and universal, rooted in human evolution, and based on anatomical structures)
    (basic emotions are the same in everyone)
  • identical twins are more similar than fraternal twins at the age they first smile
  • evidence consistently supports that biology contributes to the expression of emotions
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6
Q

learning perspective

A
  • the frequency with which children smile and laugh is related to their caregivers behavior
  • learning can also classically condition children fear response
  • parents can help their children manage their emotions
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7
Q

functional perspective

A
  • purpose of emotion is to help people achieve their social and survival goals
  • the emotion of hope leads children to initiate interaction with the would be friend
  • fear leads them to flee
  • emotional signals provide feedback that guides other people’s behavior
  • memories of past emotions shape how people respond to new situations
  • emotions mark relevance; help to make, support or change relationship with environment in order to achieve goals communication: inform others of own state and likely actions
    (need to show others what emotional state so others can coordinate with us accordingly)
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8
Q

fear functions

A
  • stranger distress or fear of strangers

- separation anxiety

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9
Q

anger functions

A
  • self promotion to overcome challenges, obstacles to attain status
  • work harder to get through it, sense of reward
  • some anger an motivate and engage challenges
  • Carroll Izard: initial response is surprise rather than anger
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10
Q

secondary emotions

A
  • 18-36 months: embarrassment, envy, guilt, pride, shame, empathy
  • self conscious/ self evaluative
    (emergence of sense of self)
    (understanding that there are standards for behaviors and that these knowledge of the rules and standards apply to itself )
  • depending on ones experience in life, more prone to show these emotions
    (parents who react to misbehavior of children and focus on behavior and what needs to be done: when these kids misbehave they show guilt)
    -personal attributions of neg. behavior instead of ACT: kids show SHAME)
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11
Q

Identifying Emotions (4 months)

A
  • discriminate strangers; facial expression
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12
Q

Identifying Emotions (7 months)

A
  • ERP differences to different emotions; attend to fear
  • transition from happiness to fear
  • pay more attention to fear faces
  • same age where kids become wary of strangers–> orient towards fear expressions
  • stranger awareness
  • emerge in majority of infants between 7-9 months
  • in cultures that emphasize share care giving, babies aren’t afraid of strangers
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13
Q

Identifying Emotions (7-10 months)

A
  • social referencing with familiar people
  • basing own reaction of others
  • do that with familiar people
  • infants are less afraid of child strangers, easier to control
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14
Q

Identifying Emotions (10 months)

A

Duchenne Smile

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15
Q

Identifying Emotions (12 months)

A
  • social referencing with unfamiliar people too
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16
Q

Identifying Emotions (15 months)

A
  • separation anxiety: fear of being separated from mother or other caregiver
17
Q

Identifying Emotions (3-5 years)

A
  • accurate labeling of other’s emotions
18
Q

Identifying Emotions (+6 years)

A
  • increasing ability to make subtle differentiations
19
Q

Understanding Emotions (3-4 years)

A
  • emotional scripts; identify causes of primary emotions
  • they have narrative stories they have learned for why and why people feel different emotions
  • reasons they can link emotions to events–> articulate and understand
20
Q

thinking about emotions

A
  • matching emotions to situations (emotional scripts)

- Multiple Emotions: person can have more than one feeling at a time and can experience conflicting feelings

21
Q

emotional scripts

A

A scheme that enables a child to identify the emotional reaction likely to accompany a particular event.

22
Q

emotion regulation

A
  • adjusting dynamic features of emotional experiences (latency, intensity, duration) to support adaptive behavior, attain goal
  • tailor emotions to adaptive situations
  • sometimes need to feel emotions stronger
  • up or down regulate feeling, expression, physiology, cognition
23
Q

Emotion Socialization

A
  • normal maturation course not just product of biology parents directly and indirectly support emotional development
24
Q

Understanding Emotions (4-6 years)

A
  • temporal understanding; past events can affect emotions now
  • see someone now who was nice to you before, happy to see that person because they were nice to you before
25
Q

Understanding Emotions (6-8 years)

A
  • can feel 2 similar emotions together
26
Q

Classic Paradigm to studying children emotion and masking

A
  • disappointment
  • getting birthday present from someone but you don’t like the present
  • have to appreciate to receive the gift
  • difficult for young kids
  • by 4 years of age, kids can do this
27
Q

The Disappointment Task: can kids fake gratitude

A
  • variety of behaviors
  • sometimes kids fake gratitude and show real emotions when examiners leave the room
  • emotional masking: understanding display of emotions
  • girls always a bit more advanced than boys in emotional competency
28
Q

Socialization by other children

A
  • when peer expresses anger, child expresses anger too
29
Q

Socialization

A

family members channel children’s impulses into sociallly accepted outlets and teach children the skills and rules they need to function in society

30
Q

Childhood Depression

A
  • the most common emotional problem in childhood
  • lose interest in pleasure in nearly all activities for at least two weeks
  • irritability and crankiness
  • drop in grades
  • 2x as many girls
31
Q

Biological Causes for Childhood Depression

A
  • more likely in children with clinically depressed parents

- higher activated amygdala region

32
Q

Social causes of childhood depression

A
  • experience with depressed mothers
  • peers
  • life stressors
33
Q

Cognitive causes of childhood depression

A
  • learned helplessness: one is helpless to control the events in one’s world
34
Q

treating childhood depression

A

-cognitive behavior theory

-

35
Q

Differences in emotional expressiveness are rooted in _____ and have important implications for children’s later adjustment.

A

biology