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Child Development > Emotional Development > Flashcards

Emotional Development Flashcards

1
Q

What are emotions?

A

combinations of physiological and cognitive responses to experiences:
- neural response
- physiological factors
- subjective feelings
- emotional expression
- urge to take action

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2
Q

What is the discrete emotions theory?

A
  • neurological and biological systems have evolved to allow humans to experience and express a set of innate, basic emotions
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3
Q

What are basic emotions?

A
  • innate emotions that were important for survival and communication and thus as largely automatic
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4
Q

What are the most popular basic emotions?

A
  • happiness
  • fear
  • anger
  • sadness
  • disgust
  • surprise
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5
Q

What are emotions other than the basic ones?

A
  • other emotions develop later and/or are not culturally universal
  • other emotions are variations in intensity of basic emotions and a combination of basic emotions
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6
Q

What is the evidence for the discrete emotions theory?

A
  • basic emotions are universal across cultures
  • basic emotions are present from infancy
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7
Q

How do you know what a babu is feeling?

A
  • systems of coding facial cues have been developed to make interpretations of infants’ emotions more objective
  • developed based on the facial expressions of basic emotions in adults
  • link particular facial expressions and facial muscle movements with particular emotions
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8
Q

What emotions do infants experience from birth?

A
  • 2 general emotional states
  • positive, indicated by approach behaviour
  • negative/distress, indicated by crying or withdrawal behaviour
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9
Q

When does happiness emerge?

A
  • birth: smiles are reflexive and evoked by biological states
  • 2-3 months: social smiles emerge
  • 5 months: first laugh
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10
Q

Why is happiness important?

A
  • adaptive because motivates us to approach situations that are likely to increase chances of survival
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11
Q

When does anger emerge?

A
  • 4 months
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12
Q

When do infants peak in their tendency to react with anger?

A
  • 2 years
  • tantrums in terrible twos
  • frequency of anger declines after this due to greater ability to express self with language and improved emotion regulation skills
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13
Q

Why is anger important?

A
  • adaptive because helps us defend ourselves against threats and to overcome obstacles to our goals
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14
Q

When does fear emerge?

A
  • 7 months: begin to express fear
  • 8 months: fear of strangers and separation anxiety emerge
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15
Q

When does separation anxiety decline?

A
  • 15 months
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16
Q

Why is fear important?

A
  • expressions of fear are adaptive because motivates escape from danger or solicits protection from caregivers
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17
Q

When do surprise, sadness and disgust emerge?

A
  • in the first year
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18
Q

Why is surprise important?

A
  • indicates that the world is working contrary to expectations and is thus important for learning
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19
Q

Why is sadness important?

A
  • elicits care and comfort from others in reaction to a loss
  • emerges once object permanence has been acquired
  • usually in reaction to being separated from parents
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20
Q

Why is disgust important?

A
  • adaptive because helps us avoid potential poisons or bacteria
  • first expressions of disgust often directed towards food
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21
Q

What are self conscious emotions?

A

emotions that emerge once
- a child has a sense of self separate from other people
- an appreciation of what adults expect of them
- guilt, shame, embarrassment, pride, empathy

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22
Q

When do self conscious emotions emerge?

A
  • around 2 years
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23
Q

What is guilt?

A
  • feelings of regret about one’s behaviour associated with desire to fix the consequences of that behaviour
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24
Q

What is shame?

A
  • self-focused general feeling of personal failure associated with desire to hide and avoid
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25
Q

Is guilt or shame healthier?

A
  • guilt is healthier than shame
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26
Q

How do parents influence whether a child experiences guilt or shame?

A
  • child is more likely to feel guilt, if parent emphasizes the badness of the action
  • child is more likely to feel shame, if parent emphasizes the badness of the child
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27
Q

How does culture influence self conscious emotions?

A
  • culture influences the frequency and type of self conscious emotions that are most likely to be experienced
  • individualistic cultures are more likely to experience pride
  • collectivistic cultures are more likely to experience guilt and shame
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28
Q

When does emotional recognition in others emerge?

A
  • identifying emotions in adults’ faces comes before identifying own emotions
  • rudimentary recognition of others’ emotions emerges very early in life
  • 3 month olds can distinguish facial expressions of happiness, surprise and anger
  • 7 month olds can distinguish expressions of fear and sadness
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29
Q

What is social referencing?

A
  • use of parents’ facial expressions and tone of voice to decide how to deal with novel/ambiguous situations
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30
Q

What does the experiment with social referencing and the visual cliff demonstrate?

A
  • parent’s facial expression matters
  • children can distinguish between emotional expressions
  • children rely on parents’ reactions to figure out how to react to a situation themselves
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31
Q

When can infants label emotions?

A
  • 3 years
  • rudimentary ability to identify and label emotions in others and self
  • initially describe feeling good vs bad
  • ability to label emotions improves over early childhood
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32
Q

When do infants understand mixed emotions?

A
  • 5 years
  • understand that people can experience more than one emotions at a time
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33
Q

When do infants understand fake emotions?

A
  • 5 years
  • begin to understand that a person’s facial expressions do not necessarily match what they’re really feeling
  • understanding false emotions also allows children to fake emotion themselves
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34
Q

What are display rules?

A
  • social norms about when, where, and how much one should show emotions and which emotions are appropriate in a given context
  • crucial for successful social interactions
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35
Q

What is emotion regulation?

A
  • set of conscious and unconscious processes used to manage emotional experiences and expressions
  • develops gradually during childhood
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36
Q

What is co-regulation?

A
  • parents regulate infant’s distress through soothing or distraction
  • necessary because infants cannot regulate their own emotions
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37
Q

When do infants show rudimentary emotion regulation skills?

A
  • 5 months
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38
Q

What are the rudimentary emotion regulation skills?

A
  • self comforting behaviours
  • self distraction
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39
Q

What are self comforting behaviours in babies?

A
  • repetitive actions that create a mildly positive sensation
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40
Q

What is self distraction in babies?

A
  • looking away from the upsetting stimulus
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41
Q

Which rudimentary emotion regulation skill to infants rely more on?

A
  • over the course of the first few years of life, children learn to rely more on self distraction
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42
Q

What are more advanced emotion regulation skills?

A
  • cognitive strategies
  • problem solving
43
Q

Why is emotion regulation important?

A
  • children that have good emotion regulation skills have higher well being
  • they are more socially skilled and are liked better by their peers and teachers
  • do better in school
44
Q

Why does emotion regulation improve?

A
  • motor development: greater ability to control bodily movements enables self-soothing and distraction in infancy
  • increased parental expectation that child should be able to manage their own emotional arousal, children internalize expectation and comply
  • cognitive development: improved attention and inhibition enables better emotion regulation skills
45
Q

Are adolescents more moody?

A
  • adolescents report more frequent high intensity emotions than adults
  • both more intense negative and positive emotions
  • intense moods last less long compared to adults
  • shows that adolescents are more moody than adults
46
Q

What are the emotional changes in adolescents?

A
  • happiness decreases over adolescence
  • sadness and anxiety increase, especially for girls
  • anger increases and then decreases towards the end of adolescence
47
Q

What are the implications of adolescents being more moody and having emotional changes?

A
  • increase in negative emotions during adolescence is normal
  • struggles to cope with these changes can lead to the development of depression and anxiety disorders
  • can be difficult to distinguish between normal changes in adolescent emotional experience vs mental health issues
  • gender differences in emotional experience in adolescents
48
Q

Risk taking in adolescents?

A
  • impulsivity increases during early adolescence, peaks in middle/late adolescence, and then declines in adulthood
  • found across cultures and historical time
  • risk taking is associated with increased injury, death, and criminal behaviour
  • but risk taking is also a good thing; promotes independence by trying new experiences
49
Q

What are the reasons for emotional changes in adolescense?

A
  • cognitive changes
  • social changes
  • neurobiological changes
50
Q

What are the cognitive changes in adolescence?

A
  • due to advances in abstract thinking which allow adolescence to interpret ambiguous events in several ways
51
Q

What are the social changes in adolescence?

A
  • adolescence coincides with school becoming more challenging
  • adolescents have a stronger desire for autonomy than younger children
  • can lead to more conflict with parents
  • adolescents spend more time with peers and less time with family which lead to new situations that trigger new emotional reactions
52
Q

What are the neurobiological changes in adolescence?

A
  • 2 important brain regions undergo significant changes in adolescence
  • limbic system
  • prefrontal cortex
53
Q

What is the limbic system?

A
  • involves in emotional and reward processing
54
Q

What is the prefrontal cortex?

A
  • involved in executive functions and self-awareness
55
Q

What are the changes to the limbic system in adolescence?

A
  • reward processing in limbic system is heightened in adolescence, due to synaptogenesis of dopamine receptors
  • degree of nucleus accumbens activation during reward anticipation is positively correlated with self-reported risk taking in daily life
56
Q

What are the changes to the prefrontal cortex in adolescence?

A
  • synaptic pruning and myelination in PFC until mid 20s
  • immature PFC associated with difficulties with inhibition, impulse control, and planning
57
Q

What is the implication in the changing limbic system and PFC?

A
  • emotional changes in adolescents are partially due to the maturational mismatch between the limbic system and prefrontal cortex
58
Q

What is the influence of family in emotional development?

A
  • family, especially parents, play a huge role in children’s emotional development
  • indirect and direct influence on emotional development
59
Q

What is an indirect influence on emotional development?

A
  • parent’s expression of emotions
60
Q

What is an direct influence on emotional development?

A
  • parent’s reactions to children’s emotions
61
Q

How do parents’ expression of emotions influence the child?

A
  • parents’ emotional expression serve as a model of when and how to express emotions
62
Q

What do children tend to do when they grow up with parents who do not show emotions?

A
  • not express emotions themselves
  • learn to see emotions as bad
  • have trouble identifying and understanding emotions in self and others
  • struggle with regulating intense emotions
63
Q

What do children tend to do when they grow up with parents that express a high level of positive emotions?

A
  • express more positive emotions themselves
  • be well-adjusted
  • be socially skilled
64
Q

What do children tend to do when they grow up with parents that express a high level of negative emotions?

A
  • experience and express more negative emotions themselves
  • be less socially competent
  • have poorer emotion regulation skills
65
Q

How do parents’ reactions of emotions influence the child?

A
  • parents’ reactions to their children’s emotions directly influence children’s emotional development
66
Q

How can parents’ react to children’s emotions?

A
  • mirroring
  • emotional coaching
67
Q

What is mirroring?

A
  • behaviours in which a parent reflects the emotions of their child back to them
  • conveyed through verbal and non-verbal cues
  • contingent responding to the infant
  • quick responsiveness to the child’s behaviour
  • characterized by warmth
68
Q

Why is mirroring important?

A
  • validates and normalizes the child’s emotions
  • helps the child identify and understand their emotions
69
Q

What is the still-face paradigm?

A
  • Lab procedure in which a parent repetitively alternates between being responsive to an infant and not reacting to them
  • Infants quickly become distressed in reaction to still-face and this distress increases with each still-face “episode”
  • Shows that infants are attuned to parents’ emotions and distress when a parent behaves contrary to expectations
70
Q

What is emotional coaching?

A
  • the use of discussion and other forms of instruction to teach children how to cope with, regulate, and appropriately express emotions
71
Q

What is supportive/sensitive reaction?

A
  • characterized by mirroring and emotional coaching
  • is ideal way to react to children’s emotions
72
Q

Why is supportive/sensitive reaction important?

A
  • validates child’s emotions
  • helps the child understand their emotions
  • fosters emotional regulation
  • associated with higher self-esteem
  • fosters social competence
  • associated with better performance in school
73
Q

What are the four ways a parent can react to children’s emotions?

A
  • supportive/ sensitive
  • dismissive
  • over-validating
  • critical
74
Q

What is the dismissive reaction?

A
  • emotional coaching but no mirroring
75
Q

What is the over-validating reaction?

A
  • mirroring but no emotional coaching
76
Q

What is the critical reaction?

A
  • no mirroring or emotional coaching
77
Q

What are the implication of lack of effective emotional reaction?

A
  • children who grow up with parents that habitually provide little/no mirroring and/or little/no emotional coaching tend to be less socially competent and less emotionally competent
78
Q

Why do parents react the way they do?

A
  • cultural differences
  • generational differences in norms for emotional expression
  • family reactions to emotions when parents themselves were children
  • parents’ mood and emotions in the moment
79
Q

What is temperament?

A
  • individual different in emotion, self-regulation, activity level, and attention that are consistent over time and across contexts
  • biological basis of personality
  • present from infancy
80
Q

What is the type approach to temperament?

A

3 types of babies:
- easy babies
- difficult babies
- slow to warm up babies

81
Q

What are easy babies?

A
  • adjust easily to new situations
  • quickly establish daily routines such as sleep and eating
  • generally are cheerful in mood and easy to calm
  • 40% of babies
82
Q

What are difficult babies?

A
  • slow to adjust to new experiences
  • tend to react negatively and intensely to novel stimuli and events
  • irregular in their daily routines and bodily functions
  • 10% of babies
83
Q

What are slow to warm up babies?

A
  • somewhat difficult at first but become easier over time as they have repeated contact with new object, people, and situations
  • 15% of babies
84
Q

What is the dimensional approach to temperament?

A
  • dimensional, non categorical approach
  • 5 key dimensions of temperament
85
Q

How are the dimensions of temperament asseses?

A
  • parent and/or teacher responses to questions assessing each dimension
  • observing how kids react to lab tasks designed to assess each dimension
86
Q

What are the 5 dimensions to temperament?

A
  • positivity
  • distress (in infancy) / anger (in childhood)
  • fear
  • attention span
  • activity level
87
Q

What is the positivity dimension?

A
  • positive emotional response, like smiling and laughing, to a change in stimulus
88
Q

What is the distress/anger dimension?

A
  • negative emotional response related to having an ongoing task interrupted or blocked
89
Q

What is the fear dimension?

A
  • tendency to experience unease or nervousness to new situations
90
Q

What is the attention span dimension?

A
  • attention to an object or task for an extended period of time
91
Q

What is the activity level dimension?

A
  • rate and extent of gross motor body movements
92
Q

How consistent is temperament?

A
  • temperament is strongly genetically based
  • largely consistent and stable over time
  • identical twins have more similar temperaments than fraternal twins
  • but some change in temperament is also possible, especially the younger the child is, reflects role of caregivers in shaping emotional development
93
Q

What are the implications of temperament?

A
  • children contribute to their own emotional development through their temperament
  • some children are easier to parent than others
94
Q

What is goodness of fit?

A
  • the degree to which an individual’s temperament is compatible with the demands and expectations of their social environment
95
Q

What is a good fit?

A
  • match between a child’s temperament and the expectations of the environment
  • associated with better social outcomes and higher self esteem
96
Q

What is a poor fit?

A
  • mismatch between a child’s temperament and the expectations of the environment
  • puts the child at risk for social and self esteem difficulties
  • can make kid feel like something is wrong with them, that they should be different, feel unlikable
97
Q

What are the implications of goodness of fit?

A
  • a good fit between a child’s temperament and their environment, especially with caregivers, fosters better well being in kids
  • what is a good environmental fit for one child may be a bad fit for another child
  • the goodness of fit between a child’s temperament and parenting is highly influenced by the parent’s own temperament and expectations
98
Q

How is a good fit created?

A

parent can foster a good fit with their child by:
- knowing and understanding a child’s temperament and how it’s different from the caregiver’s
- adjusting expectations that are more realistic for a child’s temperament
- selecting activities that are more in line with a child’s temperament

99
Q

What is the differential susceptibility hypothesis?

A
  • some children are highly sensitive to both negative and positive environmental conditions
  • sensitive temperament + negative home environment = negative outcomes
  • sensitive temperament + positive home environment = positive outcomes
100
Q

What is the dandelions and orchids metaphor?

A
  • dandelions are weeds, they are resilient and grow in every condition
  • orchids are finicky and picky, they need the perfect environment (more sensitive)
  • orchids are only 10-15% of the population
101
Q

What is the relationship between negative temperament and childcare?

A

children with more difficult/negative (sensitive) temperaments have:
- more behavioural problems if raised with low quality childcare
- but have the lowest levels of behavioural problems if raised with high quality childcare

102
Q

What is the relationship between impulsive temperament and parenting?

A

children with impulsive (sensitive) temperaments have:
- higher levels of alcohol abuse in adolescence if raised in harsh families
- but have the lowest levels of alcohol abuse if raised in positive family environments

103
Q

What are the implications of differential susceptibility?

A
  • children’s temperaments and the environment they grow up in jointly determine their outcomes
  • while all kids benefit most from sensitive parenting, it is particularly important for children that are more temperamentally sensitive to their environment

Child Development (12 decks)

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