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PSYC 304 > Emotional Development > Flashcards

Emotional Development Flashcards

1
Q

What are emotions

A

Combination of physiological and cognitive responses to experiences

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2
Q

What are the different aspects of emotion

A

-Neural reponse (amygdala activation)
-Physiological factors (heart racing)
-Subjective feelings (feeling of fear)
-Emotional expression (eyes wide)
-Urge to take action (run away)

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3
Q

What are the 6 basic emotions

A
  • Joy
  • Anger
  • Disgust
  • Surprise
  • Sadness
  • Fear
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4
Q

whats the theory that says neurological and biological systems have evolved to allow humans to experience and express a set of innate, basic emotions

A

Discrete Emotions Theory

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5
Q

Timeline of happiness

A

at birth: smiling reflex, evoked by biological states

2-3 months: social smiles emerge. promote care from caregivers and foster bonding

5 months: first laugh

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6
Q

Timeline of anger

A

4 months: infants begin to express anger
24 motnhs: peak in tendency to react with anger “terrible twos”
declines after this likely due to greater ability to express self with language and improved emotion regulation skills

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7
Q

Timeline of fear

A

7 months: Infants begin to express fear
8 months: Fear of strangers and separation anxiety emerge
15 months: Separation anxiety declines

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8
Q

What scares children changes with cognitive development. What is likely to scare children from different ages?

A

5 -7 years old: fear imaginary creative

7+ years old: fears related to everyday situations

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9
Q

When does sadness emerge?

A

Once object permanence has been acquired

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10
Q

Self-consciou emotions, like guilt, shame, embarassment, pride, empathy, emerge once child has sense of self separate from others and an appreciation of what adults expect of them: at what age does it occur?

A

2 years of age

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11
Q

What distinguish guilt and shame?

A

Guilt: Feelings of regret about behaviour, want to fix situation

Shame: Self-focused feeling of personal failure associated with desire to hide “I am bad”

That being said, guilt is generally healthier that shame

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12
Q

what types of comments from parents can elicit reaction of guilt or shame

A

“you did a bad action” : guilt

“you are a bad boy/girl”: shame

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13
Q

When does rudimentary recognition of others’ emotion emerges

A

at 3 months: can distinguish facial expressions of happiness, surprise and anger

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14
Q

if you habituate a 5 months old to happy faces, what happens when you show picture of a surprised face

A

dishabituate. they see the difference

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15
Q

when can infants distinguish expressions of fear and sadness

A

7 months old

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16
Q

What is social referencing

A

The use of parents’s facial expressions and tone of voice to decide how to deal with novel/ambiguious situations

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17
Q

In the visal cliff study, what happens if parents looks scared at child that is about to cross

A

0% of babies will cross

if parents look happy: 75% of babies will cross

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18
Q

When comes the rudimentary ability to identify and label emotions in others and self

A

3 years old

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19
Q

At what age understand that people can experience more than one emotion at a time

A

5 years old

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20
Q

If you ask a 3 year old who ariel feels at the end of the movie, how are they likely to explain her feelings

A

They will say she is happy.

They don’t see that she’s happy but sad at the same time. Not yet an understanding that multiple emotions can coexist.

21
Q

At what age children begin to understand that a person;s facial expressions do not necessarily match what they;re really feeling

A

5 years old

22
Q

Story: children hear story about child forgetting her favorite toy for a sleep over but that she doesn’t want to show how she feels. How would children of different ages react

A

3 years old thinking that the child will be showing sadness.

5 years old know that the child will be sad but will be showing happiness on her face

23
Q

What allows the understanding of fake emotions?

A

Greater understanding of display rules

24
Q

What is co-regulation

A

Parent’s regulate infants’ distress through soothing or distraction. Necessary because infants cannot regulate their own emotions

25
Q

when infants start showing rudimentary emotion regulation skills

A

around 5 months old.
-self-conforting behaviour
-self-distraction

26
Q

With a few years of age, what is used more often than self-comforting behaviours

A

Self-distraction.
-like playing as a distraction

27
Q

When do children start relying on cognitive strategies and problem-solving to regulate their emotions (thinking of situation in a different way, telling themselves it will be ok, adressing a conflict)

A

Middle childhood (6-8 years old)

28
Q

What are impacts of good emotion regulation skills

A

-higher well-being
-more socially skilled + better liked
-do better in school

29
Q

Why does emotion regulation improve

A

-Motor development: better control of bodily movement = self-soothing + distraction
-Increased parental expectation of children’s ability to manage their own emotions: child internalizes and complies
-Cognitive development: improved attention and inhibition enables better emotion regulation skills

30
Q

results from study on adolescents and mood

A

-adolescent report more frequent high-intensity emotions than adults (negative and positive)
-intense mood last LESS long compared to adults.

meaning adolescents are indeed more moody than adults

31
Q

results of longitudinal study on emotional changes in adolescence

A

-happiness decreases over adolescence
-sadness and anxiety increase, especially for girls
-anger increases but then decreases towards end of adolescence

32
Q

why do adolescents take more risks (impulsivity). what changes in brain regions.

A

1- reward processing in limbic system is hightened (in nucleus accumbens), more dopamine receptors: involved in emotional and reward processing
2- Prefrontal cortex is not fully developped (synaptic pruning and myelination until mid-20s): involved in goal-directed behaviour, deliberation, and inhibitory control

so maturation imbalance between limbic system and prefrontal cortex

33
Q

Why is risk-taking positive?

A

Promotes independence by trying new experiences

34
Q

What are the two different approaches to temperament

A

Type approach and Dimension approach

Type approach: easy, difficult, slow-to-warm-up
Dimension approach: 5 key dimensions of temperament

35
Q

what percentages of babies are easy, difficult and slow-to-warm up

A

40% of babies are easy: adjust easily to new situations, quickly establish daily routines such as sleep and eating, generally cheerful, easy to calm

10% of babies are difficult: opposite, slow to adjust to new experiences

15% of babies are slow-to-warm-up babies: somewhat difficult at first but become easier over time as they have repeated contact

36
Q

5 dimensions of temperament

A
  • Smilling and laughter
  • Distress (infancy) / anger (childhood)
  • Fear
  • Attention span
  • Activity level
37
Q

True or false: temperament is largely stable over time

A

True. Genetics. But some changes in temperament over time is possible.

38
Q

2 ways in which parents play huge role in children’s emotional development

A

1-parent’s expression of emotions, how they deal with their own emotions (indirect influence)
2-parent’s reactions to children’s emotions, how they respond (direct influence)

39
Q

impact on children of parents that tend to not show emotions

A

-not express emotions themselves (emotions = bad)
-trouble identifyinf and understanding emotions in self and others
-struggle with regulating intense emotions

40
Q

Children that grow up with parents that express a high level of positive emotions tend to:

A

-express more positive emotions themselves
-have higher well-being
-have better social skills

41
Q

Children that grow up with parents that express a high level of negative emotions tend to:

A

-experience and axpress more negative emotions themselves
-be less socially competent
-have poorer emotion regulation skills

42
Q

Why is mirroring important?

A

-validates and normalizes the child’s emotions
-helps the child identify and understand their emotions

43
Q

Results of Still-face paradigm: repetitive sequence of play and then still face.

A

Infants become distressed in reaction to still face and this distress increases with each still-face episode

44
Q

Emotional coaching

A

the use of discussion and other forms of instruction to teach children how to cope with, regulate and appropriately express emotions

45
Q

What is a supportive/sensitive reaction to children’s emotions?

A

Mirroring + emotional coaching

46
Q

What is a dismissive reaction to children’s emotions

A

No mirroring but emotional coaching

47
Q

What is a critical reaction to children’s emotions

A

No mirroring and no emotional coaching

48
Q

What is an over-validating reaction to children’s emotions

A

Mirroring but no emotional coaching

49
Q

what is the differential susceptibility hypothesis

A

some children are highly sensitive to both negative and positive environmental conditions
dandelions and orchids.

dandelions, regardless of childcare quality, behaviours same.

orchids varies a lot.

PSYC 304 (12 decks)

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