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Developmental psychology > Chapter 6 + Allen: Emotional development and temperament > Flashcards

Chapter 6 + Allen: Emotional development and temperament Flashcards

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1
Q

What are 3 stages of emotional development?

A
  1. Recognize facial emotional expressions + making them yourself
  2. Understanding emotions
  3. Regulate own emotions
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2
Q

Which 6 basic emotions are universal?

A

Happiness, fear, anger, sadness, disgust, surprise

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3
Q

What is ethology?

A

Approach that emphasizes evolutionary origins of behaviors that are important for survival

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4
Q

What are two ways of investigating if facial expressions are innate?

A
  1. Are they universally understood
  2. Do new-borns spontaneously produce them
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5
Q

What are complex emotions?

A

Emotion that consists of 2 or more emotions and they require sophisticated understanding

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6
Q

What is script knowledge with regard to understanding emotions?

A

Children may not understand the emotion but know how to react to it

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7
Q

What is emotional ambiguity?

A

Realization that a person’s feelings may not be clear-cut or may be different than yours

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8
Q

What is mind-mindedness and of what is it a good predictor?

A

Caregiver’s tendency to view child as an individual with a mind
–> predictor of secure attachment

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9
Q

Why is Freud’s theory controversial but also important?

A

Controversial: unfalsifiable

Important: role of unconsious drive, early experiences have impact later in life

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10
Q

What is the difference between the id, ego and superego?

A

Id = emotions, impulses, desires
Ego = mediator between id and superego
Superego = conscience

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11
Q

What are the 5 psychosexual stages and when do you pass on to the next stage?

A

In every stage a conflict has to be resolved to go to the next stage

  1. Oral stage: sucking, exploring
  2. Anal stage: potty training
  3. Phallic stage: oedipus/electra complex, differences boys-girls
  4. Latency stage: rest of sexual feelings, practice future roles with same sex peers
  5. Genital stage: start fertile life
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12
Q

What are the Oedipus and Electra complexes?

A

Oedipus in boys, electra in girls

Child is attracted to opposite sex parent and wishes to exclude the same sex parent

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13
Q

Why was Anna Freud important for developmental psychology?

A

Founder of psychoanalytic child psychology

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14
Q

What’s the similarity and the difference between Freud’s and Erikson’s theory?

A

Similar: developmental stages with conflict

Different: Erikson focused on the social conflicts rather than sexual ones

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15
Q

What are Bowlby’s 4 attachment styles?

A
  1. Secure: health communication, good regulation emotions
  2. Anxious: clinginess, fear abandonment
  3. Avoidant: little emotion expression, withdrawal
  4. Disorganized: anxious + avoidant, fear of rejection
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16
Q

What is infant attachment and why is it evolutionary relevant?

A

Universal need for close emotional bond between caregiver and child
–> Innate and universal

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17
Q

How has infant’s understanding of facial expressions been assessed? What were the results?

A

Habituation-dishabituation technique
- 3 mths: distinguish smiling/frowning
- 4-7 mths: distinguish happiness/surprise
- Neonates also distinguish, doesn’t mean they know the meaning

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18
Q

Can young infants empathize?

A

They can imitate expressions, but it’s unclear if it shows an understanding of emotion

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19
Q

What is measured with the visual cliff paradigm?

A

If infant can use caregiver’s facial expression for guiding a potentially dangerous situation

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20
Q

What is social referencing in infants?

A

Infants look at caregiver for advice when faced with difficult situation and search social cues

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21
Q

What are three tasks for assessing emotion understanding?

A
  1. Denham test
  2. Harris’s false belief emotion task
  3. Harris’s test of emotion comprehension
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22
Q

What is the Denham test? What were the results?

A

Puppet did the exact opposite thing of what the children liked/disliked. The child had to predict which emotion the puppet would feel

Results: 2/3 year olds perform well

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23
Q

Which conclusion was derived from results of the Denham test?

A

Children who thought the puppet was happy more often showed better emotion understanding

–> Emotion understanding can be related to ability to form harmonious relationships with others

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24
Q

What is a false belief emotion task and what were the results?

A

Like a Sally-Anne task

Age 4: able to represent false beliefs, but can’t predict response
Age 6: able to reason with false beliefs

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25
Q

What is the developmental timeline of emotion comprehension?

A

<5: understand public aspects of emotions
7y: understand emotion and mental states and a bit of ToM
9-11: one can feel 2 emotions in response to same event, regulating emotions with cognitive strategies, morals relate to emotional responses

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26
Q

What is the relationship between family interaction quality and emotional understanding?

A

Children could understand false belief and emotion more if mothers focused on mental characteristics when talking

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27
Q

What is the relation between emotion understanding and theory of mind?

A

Emotion understanding comes before and can help facilitate acquisition of the theory of mind

28
Q

What is maternal mind-mindedness a good predictor of?

A

Secure attachment

29
Q

What are callous-unemotional traits (CU)? What is a high level of CU associated with?

A

General lack of affect, lack of remorse, disregarding accepted values

High level –> problems in emotion processing and empathy, no difficulty ToM tasks

30
Q

What is a good intervention for children with callous-unemotional traits?

A

Training children to recognize/interpret emotions

31
Q

What is emotion regulation?

A

Adjusting one’s emotional state to a suitable intensity

32
Q

What is mutually responsive orientation (MRO)? What is it related to?

A

Positive affect and shared cooperation between parents and child

Related to a developed sense of conscience and it compensates for children’s temperamental characteristics

33
Q

How is emotion regulation learned?

A

Through social cues

34
Q

What is temperament? How does it develop?

A

Individual differences in reactivity and self-regulation

Development: emerge early in life and stable over development

35
Q

What are 4 characteristics of temperament?

A
  1. Genetic component
  2. Stable across time/situations
  3. Influenced by experience/maturation
  4. Context dependent
36
Q

What is the strange situation task (Ainsworth) and what is measured?

A

Test for attachment styles where mother walks a way for some time after playing together with child

37
Q

What are 4 types of attachments that can arise from an adult attachment interview about their attachment to their caregivers?

A
  1. Autonomous attachment = open, clear valuing relationship
  2. Dismissing attachment = deny importance of attachment experiences
  3. Preoccupied attachment = unable to move on from childhood experiences
  4. Unsolved attachment: not been able to resolve feelings relating to the death of a loved one or a trauma
38
Q

What are the 5 dimensions of personality?

A

1 Openness
2 Conscientiousness
3 Extraversion
4 Agreeableness
5 Neuroticism

39
Q

What does a high or low score mean for openness trait?

A

High: curious, independent
Low: practical, routine

40
Q

What does a high or low score mean for conscientiousness trait?

A

High: hard working, organized
Low: impulsive, careless

41
Q

What does a high or low score mean for extraversion trait?

A

High: outgoing, adventurous
Low: quiet, reserved, withdrawn

42
Q

What does a high or low score mean for agreeableness trait?

A

High: helpful, empathetic
Low: critical, uncooperative

43
Q

What does a high or low score mean for neuroticism trait?

A

High: anxious, unhappy
Low: calm, even-tempered, secure

44
Q

Which 6 types of temperament are there?

A
  1. Unregulated
  2. Regulated
  3. High reactivity
  4. Bold
  5. Average
  6. Well-adjusted
45
Q

What is the unregulated temperament? Which OCEAN traits fit with it and from what treatment do they benefit?

A

High activity, low inhibition, difficult to deal with
–> Low conscientiousness, high extraversion

Benefit: gentle discipline, positive interactions

46
Q

What is the regulated temperament? Which OCEAN traits fit with it and from what treatment do they benefit?

A

Low activity and anger, high inhibition, well behaved, over controlled
–> High conscientiousness, low extraversion

Benefit: try new things

47
Q

What is the high reactivity temperament? Which OCEAN traits fit with it and from what treatment do they benefit?

A

Low activity, inhibition and attention, high anger, easily overwhelmed, intense life experience
–> High neuroticism

Benefit: consistent positive interaction

48
Q

What is the bold temperament? Which OCEAN traits fit with it and from what treatment do they benefit?

A

High activity, low fear/shyness
–> High extraversion and openness

Benefit: organization and structure

49
Q

What is the average temperament? Which OCEAN traits fit with it and from what treatment do they benefit?

A

Easy going, unmotivated, uninterested
–> Average ocean qualities

Benefit: extra attention (fly under the radar) and don’t let them disengage from activities

50
Q

What is the well-adjusted temperament? Which OCEAN traits fit with it?

A

Easy going, high inhibition and attention. Get along well at school and home
–> average ocean, high conscientiousness

51
Q

What was Kagan’s prediction for children with high reactivity temperament?

A

Great risk of anxiety in adolescence

52
Q

What is the influence of genetics on temperament?

A
  1. Passive: child can’t choose environment
  2. Evocative: evoke reactions in environment with your temperament
  3. Active: when older, you shape your own environment
53
Q

What is differential susceptibility and which two groups are distinguished?

A

Difference in susceptibility of environmental factors
1. Dandelions
2. Orchids

54
Q

What is effortful control? What is low effortful control associated with?

A

The ability to effectively regulate emotion

Low: internalizing and externalizing problems

55
Q

What is the diasthesis-stress model?

A

Child may be more vulnerable or resilient to poor parenting due to his or her temperament

This doesn’t make predictions about how this same child would respond to positive parenting

56
Q

What is the main point of bidirectional/trans-directional models?

A

Child development is an outcome of reciprocal relations between child temperament and environment

57
Q

What is the vantage sensitivity model?

A

General tendency of a child to benefit from wellbeing and good features of parenting

58
Q

What is the difference between goodness and poorness of fit? What are the consequences of each?

A

Goodness: optimal match between child’s temperament and expectations of environment –> promotes social competence

Poorness: suboptimal match between temperament and environment –> behavioral problems/poor adjustment

59
Q

Give 2 reasons why it’s important to do an intervention in childhood

A
  1. Many disorders emerge in childhood
  2. Cost effectiveness for treating now instead of later
60
Q

What is reactivity of a child?

A

Responses to internal and external environments

61
Q

What is the aim of the INSIGHTS intervention program? Which 3 components are there?

A

Help parents understand type of positive parenting and discipline strategies that are likely to be optimal for the child’s temperament

  1. Recognize, reframe, respond
  2. Gaining compliance
  3. Fostering self-regulation
62
Q

What are the 3 R’s of INSIGHTS programme?

A

Recognize: identify
Reframe: understand strenghts/concerns
Respond

63
Q

What is meant with gaining compliance in INSIGHTS? What are 2 aspects of it?

A

Identifying and implementing strategies matched to child’s temperament

  1. Positive parenting: preventing challenging behaviors, strenghtening bond
  2. Discipline strategies: discourage child from repeating undesirable behavior
64
Q

What are 2 aspects of fostering self-regulation in INSIGHTS?

A
  1. Scaffolding: help child with problem-solving
  2. Stretching: stretch child’s emotional, attentional, behavioral capabilities
65
Q

What is BI (behavioral inhibition) and what are (neurological) characteristics of children with high BI?

A

Heightened motor and emotional reactivity to novelty, timid children, avoidant of new situations

Neuro: hyperexcitable amygdala –> overreact

66
Q

Which types of parental behaviors are associated with behavioral inhibition?

A
  • Maternal overinvolvement
  • Negative parenting
67
Q

For which children is the cool little kids program designed?
On which aspect does it emphasize?

A

Children with high behavioral inhibition (BI)
Emphasis on external influences and selective prevention

Developmental psychology (19 decks)

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