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PSYC 304 > Chapter 7 > Flashcards

Chapter 7 Flashcards

1
Q

Basic emotions (6)

A
  • happiness
  • sadness
  • anger
  • fear
  • disgust
  • surprise
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2
Q

3 elements of emotions

A
  • subjective feeling
  • physiological change (body temp, heart rate, muscle tensing, respiration)
  • overt behaviour (emotional expression; observable reactions)
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3
Q

Complex/self-conscious emotions

A
  • Shame
  • Embarrassment
  • Guilt
  • Pride
  • Envy
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4
Q

Expression of happiness in infants

A
  • babies smile from birth
  • social smile at 6-10 weeks
  • laughter at 3-4 months (only w rly obvious stimuli at first)
  • by 5-8 months infants learn to independently asses what is funny
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5
Q

Expression of anger and sadness in infants

A
  • general distress can be expressed from birth
  • anger: 4-6months
  • sadness: response to disrupted caregiver-infant communication
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6
Q

Expression of fear in infants

A
  • first fears develop 6 months - 1 year

- stranger anxiety is most common and develops around 6mo

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7
Q

Complex emotions in children

A
  • appear between 8-12 months
  • shame, embarrassment, guilt, pride, envy
  • require self-awareness and adult instruction
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8
Q

Emotion recognition in infants

A
  • 6-7 month olds can recognize different emotions
  • infants often match own emotions to other’s emotions
  • Social referencing: looking to trusted person for emotional cues
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9
Q

Regulating emotions

A
  • begins in infancy, starts by physically blocking out stimulus (eg covering eyes or ears)
  • develop better strategies around 4-6 months, continues to improve over 1st year
  • requires effortful control!
  • caregivers contribute to child’s self-regulation style
  • prefrontal cortex plays a role
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10
Q

Facial expressions in infants

A

around 5-6 months, infants’ facial expressions change predictably and meaningfully in response to events

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11
Q

Attachment

A

enduring social-emotional relationship

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12
Q

Growth of attachment

A
  • attachment elicits caregiving behaviours from adults
  • by 6-7 months, infant has a single attachment figure (primary caregiver)
  • there is attachment with other parent too, but they play different roles
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13
Q

Bowlby’s Ethological Theory

A
  • theory that recognizes the infant’s emotional tie to caregiver as an evolved response that promotes survival
  • most widely accepted view
  • 4 phases: preattachment phase, attachment-in-the-making phase, clear-cut attachment phase, formation of a reciprocal relationship
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14
Q

Preattachment Phase

A
  • first phase of Bowlby’s Ethological Theory
  • birth to 6 weeks
  • built-in signals help bring infants into close contact with other humans
  • can recognize mother’s smell, voice, and face, but are not yet attached to her
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15
Q

“Attachment-in-the-making” Phase

A
  • second phase of Bowlby’s Ethological Theory
  • 6 weeks to 6-8 months
  • respond differently to familiar caregiver vs stranger
  • develop sense of trust
  • do not protest when separated from caregiver
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16
Q

“Clear-cut” Attachment Phase

A
  • third phase of Bowlby’s Ethological Theory
  • 6-8 months to 18-24 months
  • attachment to familiar caregiver
  • separation anxiety (depends on situation and temperment, need to have mastered object permanence)
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17
Q

Formation of a Reciprocal Relationship

A
  • fourth and final phase of Bowlby’s Ethological Theory
  • 18-24 months and on
  • understand factors influencing parent coming and going and predict return
  • separation protest declines
  • negotiation w caregiver (uses requests and persuasion to alter goals)
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18
Q

Strange Situation Experiment

A
  • Mary Ainsworth
  • 8 3-minute stages with infant in playroom with different combinations of caregiver and stranger or being left alone
  • measures quality of attachment
19
Q

Secure Attachment Style

A
  • I’m ok, you’re ok
  • 70%
  • parent is connected and attuned to child’s emotional and physical needs
  • when child grows up they can build meaningful and loving relationships and show empathy and trust
  • SSE: shows distress when separated from mother, is avoidant of stranger unless accompanied by mother, is happy to see mother after experiment
20
Q

Ambivalent Attachment Style

A
  • I’m not ok, you’re ok
  • 10-15%
  • parent is inconsistent and sometimes intrusive
  • when adult, they become anxious, insecure, unpredictable and erratic; have tendency to blame others, want intimacy but push people away
  • SSE: intense distress when separated from mother, significant fear of stranger, approach mother but reject contact after separation
21
Q

Avoidant Attachment Style

A
  • I’m ok, you’re not ok
  • 15%
  • parent is unavailable or rejecting for long periods of time
  • when adult they avoid closeness or emotional connection
  • SSE: show no interest when separated from mother, play happily with stranger, ignore mother after separation
22
Q

Disorganized/Disoriented Attachment Style

A
  • I’m not ok, you’re not ok
  • less than 15% or less than 4%
  • parent ignores or is not able to see or meet child’s needs, parent behaviour is frightening or abusive
  • when adult they are chaotic, insensitive, prone to outbursts, untrusting while craving security
  • SSE: inconsistent behaviours
23
Q

Secure vs insecure attachment findings

A
  • secure children have higher-quality friendships and fewer conflicts
  • secure children less likely to have behaviour problems
  • 11 year olds that were secure as infants had better social skills
  • probably a relationship between secure attachment and emotional intelligence
24
Q

Onset of peer interactions

A
  • begins around 6 months w nonsocial play (play alone or watch others)
  • parallel play around 12 months (play next to others, pay attention to what they do)
  • simple social play around 15-18 months (engage in similar activities, talk to each other, share toys)
  • cooperative play around 24 months (imaginary scripts; games like hide and seek)
25
Q

Internal working model

A

set of expectations about parents’ availability and responsivity generally and in times of stress

26
Q

Adult attachment styles

A
  • Autonomous: describe childhood experiences objectively and mention both positive and negative aspects of their parents (best parents bc they can be sensitive and responsive!)
  • Dismissive: describe childhood experiences in very general terms and often idealize their parents
  • Preoccupied: describe childhood experiences emotionally and often express anger or confusion regarding their relationships with their parents
27
Q

Reactive attachment disorder

A
  • mental disorder involving disturbances in emotional functioning and a pattern of inappropriate interpersonal behaviours
  • thought to result from disrupted early attachments
  • eg. child says I love you or gives hugs to strangers
28
Q

Privation

A
  • condition in which the basic necessities and comforts of life are not adequately provided
  • generally show disordered attachment behaviours and cognitive deficits
29
Q

Origins of self-recognition and self-concept

A
  • 18 to 24 months
  • test w mirror task (touch own face starting at 15 months)
  • show preference for photos of self
  • use pronouns like “I” or “me”
  • increased awareness by 20-28 months (“mine” ab toys, used to organize behaviour eg gender-typed behaviour)
30
Q

Self-concept in preschoolers

A
  • possessions
  • physical characteristics
  • preferences
  • competencies
31
Q

Self-concept in school-age children

A
  • emotions
  • social groups
  • comparisons with peers
32
Q

Self-concept in adolescents

A
  • attitudes
  • personality traits
  • beliefs vary with the setting
  • future oriented
33
Q

Easy temperament

A
  • 40%
  • easily establishes regular routines in infancy
  • generally cheerful
  • adapts easily to new experiences
34
Q

Difficult temperament

A
  • 10%
  • irregular in daily routines
  • slow to accept new experiences
  • tends to react negatively and intensely
35
Q

Slow-to-warm-up temperament

A
  • 15%
  • subcategory of difficult temperament
  • inactive, shows mild, low-key reactions to environmental stimuli
  • negative in mood, adjusts slowly to new experiences
36
Q

Temperament

A

style with which a child behaves

37
Q

9 temperamental traits (Thomas and Chess)

A
  • Sensitivity (stimulation needed for response)
  • Intensity of reaction (energy level of response)
  • Activity level (active vs calm/quiet playing)
  • Adaptability (response to change)
  • Approach/withdrawal (first response to new stimulus)
  • Persistence (continuing an activity until it’s finished)
  • Rhythmicity (regularity of biological rhythm)
  • Quality of mood (how often pleasant vs unpleasant)
  • Distractibility (how easily drawn away from activity)
38
Q

Rothbart Structure of Temperament

A
  • divided into reactivity and self-regulation
  • Reactivity: activity level, attention span, fearful distress, irritable distress, positive affect
  • Self-regulation: effortful control
39
Q

Neurobiological correlates of shyness and sociability

A
  • heart rate
  • saliva concentration of cortisol
  • pupil dilation, blood pressure, skin surface temperature
40
Q

Stability of temperament

A
  • low in infants and toddlers
  • moderate from preschool years on
  • temperament develops with age and is more stable after age 3
41
Q

Genetic influences on temperament

A
  • responsible for about half of individual differences

- vary with trait and age of individuals studied

42
Q

Environmental influences on temperament

A
  • nutrition
  • quality of caregiving
  • cultural variations
  • gender stereotyping
  • role of siblings
43
Q

Goodness-of-fit

A

interaction between temperament and child-rearing skills

44
Q

3 primary dimensions of temperament (Buss and Plomin)

A
  • Emotionality: strength of emotional response to a situation, ease with which that response is triggered, and ease of return to nonemotional state
  • Activity: tempo and vigour of a child’s movements
  • Sociability: extent to which a person prefers to be with other people

PSYC 304 (9 decks)

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