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PSY 202 > Development and Emotion > Flashcards

Development and Emotion Flashcards

1
Q

The 4 Developing Personality Subjects

A
  • Temperament
  • Attachment
  • Emotional Intelligence
  • Moral Development
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2
Q
A
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3
Q

What is temperament?

A

Behavioral tendencies that have biological origins

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4
Q

Dimensions of Temperament

A
  1. Approach-withdrawal
  2. Irritability
  3. Mood
  4. Activity level
  5. Attention span
  6. Rhythmicity
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5
Q
  1. Approach-withdrawal
A

initial response to novelty

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6
Q

Mood

A

general tendency to be happy or unhappy

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7
Q

Attention span

A

ability to focus on one task for a length of time

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7
Q

Irritability

A

increased proneness to anger

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8
Q

Activity level

A

physical energy

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9
Q

What are the 3 temperament profiles

A

Easy (40%) - Positive mood, regular
habits, adaptable

Difficult (10%) - Active, irritable & irregular,
react negatively to novelty

Slow to warm up (15%)-Moody, inactive, slow but eventually adapt to novelty

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9
Q

Attachment

A

Strong emotional bonds with one or more intimate
companions

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10
Q

Rhythmicity

A

predictability in biological functions

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11
Q

What is the strange situation

A

The Strange Situation is a laboratory procedure designed to evaluate attachment style by observing one-year-olds’ reactions to being separated from and then reunited with their primary caregivers, usually their mothers.

The Strange Situation starts out by placing the infant and mother in an unfamiliar room loaded with all kinds of interesting toys the infant is free to explore. The researchers observe
(1) how comfortable the infant is exploring on his or her own

(2) the infant’s emotional reaction when a stranger enters the room

(3) the infant’s response to the mother leaving the infant alone with the stranger and

(4) the infant’s behaviour when the mother returns.

Based on the infant’s behaviour in these stages of the Strange Situation, researchers classify infants’ attachment relationships into one of four categories.

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11
Q

Bowlby’s Attachment Theory

A

Bowlby first developed an interest in how young children were affected by early separation from their parents during World War II. Bowlby predicted and found some compelling
evidence that children who were separated from their primary caretakers before the age of five were significantly more likely to become delinquents and engage in criminal behavior later in their lives.

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12
Q

What are the phases of Bowlby Theory

A

Phases of attachment formation:

  1. Asocial phase (0 to 6 weeks)
  2. Indiscriminate attachments (6 weeks to 6-7 months)
  3. Specific attachment (7 – 9 months)
  4. Multiple attachments (by 18 months)
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13
Q

Disorganized attachment

A

5-10% infants

This rarest of attachment styles wasn’t included in the original classification, but was added later by Mary Main and her colleagues. Children with this pattern react to the toys, the stranger, and mom’s departure and return with an inconsistent and confused set of responses. They may appear dazed when reunited with their mom.

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13
Q

What are the 4 attachment styles

A
  1. Secure attachment
  2. Insecure-avoidant attachment
  3. Insecure-anxious attachment
  4. Disorganized attachment
14
Q

Secure attachment

A

60% of infants

The infant explores the room but checks to make sure mom is watching, returns to mom when the stranger enters, reacts to mom’s departure by becoming upset, but greets her return with joy. In essence, the infant uses mom as a secure base: a rock-solid source of support to which to turn in times of trouble

15
Q

Insecure-avoidant attachment

A

15-20% of infants

The infant explores the room independently without checking in with mom, is indifferent to the entry of the stranger, shows no distress at mom’s departure, and displays little reaction upon her return.

16
Q

Insecure-anxious attachment

A

15-20% of infants

The infant does not explore the toys without mom’s assistance, shows distress when the stranger enters, reacts to mom’s departure with panic, and shows a mixed emotional reaction upon her return, simultaneously reaching for her yet squirming to get away after she picks him or her up (for this reason, some psychologists refer to this style as “anxious-ambivalent”).

16
Q

Internal Working Model of Attachment

A

Bowlby’s internal working model of attachment forms the basis of attachment theory, which states that the bond or attachment formed between a child and their caregiver helps the child learn about the world and how to interact with it.

17
Q

Delay of Gratification

A

The ability to pass up short-term gains for long-term rewards

18
Q

Emotional Intelligence

A

Abilities that contribute to competent social functioning:

  • Self-motivated and persist in the face of frustration
  • Control impulses and delay gratification
  • Identify/understand one’s own and others’ feelings
  • Regulate one’s moods
  • Regulate emotional expressions in social interactions
  • Empathize with others’ emotions
19
Q

The Marshmallow Experiment

A

This experiment was conducted by Walter Mischel, he offered the children a choice, eat one treat right away, or wait until the researcher returns and get
two treats (a 15-min. wait).

20
Q

Does early ability to delay gratification predict success later in life?

A

Yes it does. Preschool-age 15

21
Q

What is morality?

A

A set of principles and ideals that helps an individual to:

  • Distinguish right from wrong (cognitive)
  • Act on this distinction (behavioural)
  • Feel pride in good conduct and guilt due to bad conduct (emotional)
22
Q

Kohlberg’s Theory of Moral Development

A

Present children with hypothetical moral dilemmas (e.g., Heinz’s
Dilemma). He believes In the moral reasoning behind the answers and moral reasoning precedes our emotional reactions to moral issues.

23
Q

What are the three levels of moral judgment

A
  1. Preconventional: is marked by a focus on punishment and reward. What’s right is what we’re rewarded for; what’s wrong is what we’re punished for.
  2. Conventional: is marked by a focus on societal values. What’s right is what society approves of; what’s wrong is what society disapproves of.
  3. Postconventional: is marked by a focus on internal moral principles that may differ from conventional societal values.
24
Q

Criticisms of Kohlberg’s Theory

A
  1. Cultural Bias: By and large, studies have shown that Kohlberg’s stages generalize across cultures. But some critics have accused Kohlberg of cultural bias, because people from different cultures tend to achieve different scores on his moral development scheme.
  2. Sex Bias. Kohlberg’s student broke from her mentor to argue that his system was biased against women. For Gilligan, Kohlberg’s scheme unfairly favors males, who are more likely than women to adopt a “justice” orientation based on abstract principles of fairness, whereas women are more likely than men to adopt a “caring” orientation based on concrete principles of nurturance.
  3. Confound with Verbal Intelligence. Responding effectively to Kohlberg’s moral dilem- mas requires some basic smarts. But that fact should make us a bit uneasy, because Kohlberg’s scheme may be measuring people’s ability to understand and talk about problems in general rather than moral problems in particular
25
Q

emotion

A

mental state or feeling associated with our evaluation of our experiences

26
Q

What part of the brain does emotion and motivation involve

A

Both involve the limbic system of the brain
* Hypothalamus, hippocampus, amygdala

Emotion: (limbic system) precede thoughts about them (cortex)

27
Q

What are the 3 components to emotion?

A
  1. Physiological reaction
  2. Expressive reaction
  3. Subjective experience
28
Q

discrete emotions theory

A

Theory that humans experience a small number of distinct emotions that are rooted in their biology..i.e., primary emotions, that have evolutionary functions and are universal

29
Q

What are the 7 primary emotions

A

Happiness, disgust, fear, sadness, surprise, anger, contempt

30
Q

What about having Botox?

A

Toxin –> paralyze the frown muscles

31
Q

Why does laughter feel so good?

A

Muscular exertions –> increase in endorphins

32
Q

What is the Duchenne vs. Pan Am smiles

A

Duchenne smile: a smile that is not falsified, it is real due to happy emotions

Pan Am smiles: a botox “fake” smile

33
Q

cognitive theories of emotion

A

theories proposing that emotions are products of thinking

34
Q

James–Lange theory of emotion

A

theory proposing that emotions result from our interpretations of our bodily reactions to stimuli

35
Q

facial feedback hypothesis by Darwin

A

theory that blood vessels in the face feed back temperature information in the brain, altering our experience of emotions

PSY 202 (4 decks)

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