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UWL Classes > Developmental Psych Chapter 10 > Flashcards

Developmental Psych Chapter 10 Flashcards

1
Q

What theory are these arguments for?
Emotions are discrete from one another.
Each emotion is accompanied by a specific and distinctive set of physiological and facial reactions.

A

Discrete Emotions Theory

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2
Q

Who has the three basic affect systems of Joy/Pleasure,Anger/frustration, and Wariness/fear.

A

Sroufe

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3
Q

What are not discrete from one another?

They vary based on the social environment.

A

Emotions

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4
Q

What do emotions promote?

A

Actions towards achieving a goal.

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5
Q

What do infants do to show positive emotions?

A

Smile: The first clear sign of happiness.

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6
Q

What is directed towards people as early as 6 to 7 weeks of age that is related to Positive emotions?

A

Social Smiles

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7
Q

What is a negative Emotion shown in infants?

A

Fear

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8
Q

What is the feeling of distress that young children experience when they experience actual or anticipated separation from individuals to whom they are attached?

A

Separation Anxiety

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9
Q

What kind of children have higher separation anxiety compared to European American Children?

A

Chinese Children

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10
Q

Do boys or girls decrease faster in anger after 1 and a half?

A

Girls!

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11
Q

What are feelings that relate to consciousness of others’ reactions to us?

A

Self-Conscious Emotions

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12
Q

What are these emotions examples of?

Embarrassment, pride, guilt, and shame?

A

Self-Conscious Emotions

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13
Q

When do children start to show embarrassment?

A

About 15-24 months of age

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14
Q

What self-conscious emotion is associated with empathy for others?
Also involves feelings of regret and the desire to make up for the mistake.

A

Guilt

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15
Q

What emotion do children feel when told, “You did a bad thing”

A

Guilt

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16
Q

What self-conscious Emotion is not related to concern about others, children feel exposed and feel hiding?

A

Shame

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17
Q

What self-Conscious emotion do children feel when told, “No other 3 year olds act like you!”

A

Shame

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18
Q

How do emotions change for children during preschool and early school years?

A

Emotions overall become less intense and less negative.

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19
Q

What do children use during early school years for normal emotional development?

A

Contextual Cues

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20
Q

What are the normal emotional development in children in early to middle childhood?

A

Important sources of happiness and pride: peer acceptance and government achievement.

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21
Q

What was the normal emotional development in childhood in school-age children?

A

They were better understanding of reality.

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22
Q

What is an example of how normal emotional development in school-age children?

A

They are no longer afraid of imaginary creatures.

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23
Q

Do negative emotions increase or decrease in adolescence?

A

Increase,

Positive emotions decrease

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24
Q

What % of U.S. youth experience depressive symptoms?

A

10%

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25
Q

What 2 Cognitive Factors are related to depression?

A

Maladaptive Belief Systems

Feeling of Powerlessness

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26
Q

What are the 2 social factors related to depression?

A

Family: Low levels of support, chronic stress.
Peers: Lack of social skills, rejection and victimization by peers.

27
Q

What does Depression usually results from?

A

A combination of personal vulnerability and stressful factors.

28
Q

Are boys or girls in the U.S. more clinically depressed in adolescent years?

A

Girls

29
Q

Why is depression more common in girls?

A

Stressors for girls: Concerns about body image, early puberty, worries about peer acceptance.

30
Q

What is the dwelling on one’s own negative feelings and their causes and consequences? Without trying to remedy the situation?

A

Ruination

31
Q

What is the extensive discussion and self-disclosure of one’s emotional problems with another person.

A

Co-Rumination

32
Q

Who established Emotional Intelligence?

A

Mischel

33
Q

What experiment did Mischel do in 1988?

A

Marshmallow Experiment

34
Q

What was Mischel’s Marshmallow Experiment?

A

Tested preschoolers’ abilities to delay gratification. These abilities predict their social, emotional, and academic competence many years later.

35
Q

What are the abilities that are important to social functioning. Regulation of emotion is one of the abilities.

A

Emotional Intelligence

36
Q

What is the process of initiating, inhibiting, or modulating emotion, physiological reactions, cognitions and behaviors?

A

Emotional Regulation

37
Q

What happens through Emotional Regulation in a child’s first month of life?

A

Parents help infants’ emotion regulation by controlling their exposure to stimulating events.

38
Q

What happens through emotional Regulation in a child’s life by the first 6 months?

A

Infants can reduce their distress by averting their gaze and self-soothing behaviors.

39
Q

What happens through Emotional Regulation in a chi’d between ages of 1 and 2?

A

Infants increasingly look at non-distressing objects or positive people to distract them.

40
Q

How do Younger children Regulate their emotions?

A

Distracting themselves with play

41
Q

How do older children regulate their emotions?

A

Use cognitive strategies: Positive reframing and cognitive Distraction.

42
Q

What is the ability to achieve personal goals in social interactions while maintaining positive relationships with others?

A

Social Competence

43
Q

What are children like with strong emotion regulation?

A

Are liked by peers and adults
Well adjusted
Do better in school

44
Q

What is biologically based individual differences in emotional, motor, and attentional reactivity and self regulation?
Also is consistent across situations. Relatively stability over time.

A

Temperament

45
Q

Who did the Temperament study in 1977?

A

Chess & Thomas

46
Q

What were the 3 categories that Chess & Thomas came up with for the temperament study?

A

Easy babies, Difficult Babies, Slow-to-warm-up babies.

47
Q

What are the easy babies like?

A

40%Adjust easily to novel experiences, cheerful.

48
Q

What are the difficult babies like?

A

10% React with intense negative emotions to new stimuli, irregular bodily functions.

49
Q

What are slow-to-warm-up babies like?

A

15% Difficult at first but become easier over time.

50
Q

What were Rothbart & Bates Dimensions of Temperament in the 1988’s?

A

Fearful distress/inhibition, irritable distress, Attentional span, activity level, positive Affect, Rhythmicity.

51
Q

What is the Distress and Withdrawal shown in novel situations in Rothbart & Bates Dimensions of Temperament?

A

Fearful distress/Inhibition

52
Q

What is the Fussiness, anger, and frustration in Rothbar & Bates Dimensions of Temperament?

A

Irritable Distress

53
Q

What is the duration of orienting toward events or objets in Rothbart & Bates Dimensions of Temperament?

A

Attentional Span

54
Q

What is how much an infant moves in Rothbart & Bates Dimensions of Temperament?

A

Activity Level

55
Q

What is Smiling, approach to people in Rothbart & Bates Dimensiosn of Temperament?

A

Positive Affect

56
Q

What is the Regularity and predictability of cycles (ex. Sleeping and eating) in Rothbart & Bates Dimensions of Temperament?

A

Rhythmicity

57
Q

What can temperament be influenced by?

A

The environment

58
Q

Does Stability increase or decrease with age?

A

Increase

59
Q

What is the high fearfulness and restrained behavior in novel situations?

A

Behavioral Inhibition in Infancy

60
Q

What are examples of behavioral inhibition at older ages?

A

Anxiety, Depression, and social withdrawal.

61
Q

Who has more unemployment, illegal behaviors, mental and physical health problems as adults?

A

Negative and Unregulated Children

62
Q

What is the children’s adjustment that depends on how their temperament fits with their social environment?

A

Goodness of fit

63
Q

what is this example? Impulsive and unregulated children x hostile parenting bringing more problems.

A

Goodness of Fit

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