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Emotional Development Flashcards

1
Q

Components of Emotions (6)

A

1) neural responses
2) physiological/physical changes
3) subjective feelings
4) emotional expressions
5) cognitions
6) motivation to behavior

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2
Q

Neural Responses

A

e.g. brain processing info

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3
Q

Physiological/Physical changes

A

HR, breathing, skin conductance, stress hormones

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4
Q

Subjective Feelings

A

e.g. sense of dread that you label as fear

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5
Q

Emotional Expressions

A

e.g. eyebrows raised, mouth pulled back

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6
Q

Cognitions

A

how we interpret emotions

may notice physiological effects, but not always good at interpreting emotions

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7
Q

4 Main Aspects of Emotional Development

A

1) Expressions
2) Recognition
3) Understanding
4) Self-regulation

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8
Q

Emotional Expressions

A

ability to express clearly different emotions

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9
Q

Early Emotional Expressions (1st year of life)

A

Primary emotions

distress, disgust, interest, surprise, contentment, joy, anger, sadness, fear

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10
Q

Later Emotional Expression (2-3rd year)

A

Secondary emotions

embarrassment, coyness, shyness, empathy, guilt, jealousy, envy, pride, contempt, gratitude

need to understand that people have different emotions

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11
Q

Which emotion comes in first?
a) happiness
b) embarassment

A

a) happiness

primary emotion

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12
Q

Emotional Recognition

A

ability to recognize or become aware of emotions

6 months - can recognize most emotional expressions of others in terms of people’s faces or voices

12 months - social referencing

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13
Q

Emotional Understanding

A

ability to verbally label and comprehend the use of emotions in themselves and others

Most aspects develop LATER than expression & recognition

preschool years to adolescence

mixed emotions - come in around 9 to 11

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14
Q

Emotional Self-Regulation

A

ability to control one’s emotional expression

rudiments of emotional self-regulation are seen in shared attention and social referencing late in the 1st year of life

although self-regulation continue to develop throughout childhood

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15
Q

Izard’s Discrete Emotions Theory

A

emotions are viewed as innate, something ur born with

each emotion has a specific and distinctive set of bodily and facial reactions

Darwin

physiological

largely automatic

basic emotions - anger, sadness, surprise etc. - present early in development, ACROSS CULTURES but may be labelled differently

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16
Q

Functionalist Approach to Emotional Development

A

individuals experience emotions to manage the relationship between themselves and the environment

basic function: promote action toward achieving a goal

emotions are NOT discrete from one another

vary somewhat based on the social environment

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17
Q

Evolution of smiles from infancy to 2nd year

A

Early smiles - reflexive, e.g. smiling in response to touch, farting

Social smile: directed towards peoples, starts around 2-3 months

2 months - smile at controlling environment
e.g. when they make a sound they like, pick up rattle

7 months - more likely to smile at familiar people

2nd year - like making jokes and making people laugh

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18
Q

Do different environments lead to different amounts of smiling?

A

Yes

Peaks at 4 months

Children raised with natural family smile more (vs Kibbutz and institution-raised)

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19
Q

Are negative emotions well-differentiated in early infancy?

A

No, not in first few months

Parents have to guess, be responsive

Most say by 6 months it is clearly differentiated

Negative emotions affected by physical factors

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20
Q

What is the most adaptive or functional emotion?

A

Fear

Getting out of harm’s way

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21
Q

What are young children most afraid of?

A

loud noises, novel things, sudden movements

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22
Q

Factors that affect infant fear of strangers (4)

A

1) Context
2) Characteristics of stranger
3) Behaviour of stranger
4) Degree of control over strange person or object

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23
Q

Stranger Context

A

More fear:
-unfamiliar setting (lab)
-no physical contact/distant from familiar figure
-sober or negative reactions to stranger from familiar figure

Less fear:
-familiar setting (home)
-close physical proximity to familiar figure
-positive or encouraging reaction to stranger from familiar figure

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24
Q

Characteristics of Stranger

A

More fear: adult size and features

Less fear: child size and features

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25
Behaviour of Stranger
More fear: passive and exhibits sober expression Less fear: active, friendly, smiling
26
Degree of control over strange person or object
More fear: low control and unpredictability Less fear: high control and predictability
27
Separation anxiety begins at ___ months and peaks at ___ months
8 months 13 months
28
What is a major influence on separation anxiety?
culture less in cultures where children are used to being around lots of people
29
When is a child more likely to experience fear? a) when they leave their mother b) when the mother leaves them
b) when the mother leaves them
30
When do young children tend to get angry?
When they are frustrated e.g. removed, restrained, left, or put down
31
If a child is sad in a situation that would typically invoke fear, what could this indicate?
Neglect or abuse Not good Learned helplessness reaction
32
Self-Conscious/Complex Emotions (4)
1) Embarrassment 2) Pride 3) Guilt 4) Shame
33
Which emotion is worse? a) guilt b) shame
b) shame
34
Embarassment
18 - 24 months - become embarrassed at being center of attention e.g. 1-year olds birthday - not sure what to think but are happy e.g. 2-year olds birthday - will hang their head because they're embarassed
35
Pride
Apparent pretty early Great pride in 1st steps When older, more pride in difficult tasks
36
Guilt
about what YOU did different than shame a better thing that shame
37
Shame
about who you ARE the self shame in 5th grade - more delinquent behaviour in adolescence, live up to self-perceptions
38
In which culture would you expect greater pride over individual accomplishment? a) Canada b) Japan
a) Canada Japan is more collectivist
39
Experiment with leg falling off doll
showed that guilt and shame are distinguishable quite early rigged doll so that leg would fall off some children - shame reaction - hide the doll, avoid telling experimenter some children - guilt reaction - try to fix doll, tell the adult early on
40
When would a child feel more pride? a) when they fail at a difficult task b) when they fail at an easy task
a) when they fail at a difficult task
41
Can children recognize basic emotions in infancy?
Yes But doesn't mean they understand them
42
Social Referencing
Use of a parent’s or another adult’s facial expression or vocal cues to decide how to deal with novel, ambiguous, or possibly threatening situations
43
When can children start to understand the causes of basic emotions?
Preschool e.g. happy because they have ice cream, sad because their dog is lost
44
When do children understand that you can experience multiple emotions at once?
Middle childhood
45
When do childhood understand the concept of mixed emotions (opposite, conflicting emotions)?
Age 10
46
Display Rules
social group’s informal norms about when, where, and how much one should show emotions and when and where displays of emotion should be suppressed or masked by displays of other emotions helps with understanding fake emotions vary based on culture Steep increase in learning this in middle childhood: between ages 4 → 6 → 8 even babies show differences in display rules based on culture (has to do with genetics, temperature, parents) e.g. American baby being more vocal than Chinese baby
47
2 Main Components of Display Rules
1) Simulating an emotion 2) Masking an emotion
48
Simulating an emotion
Usually do this to be NICE e.g. pretending you like aunt's cooking
49
Masking an emotion
Usually do this for SELF-PROTECTION e.g. pretending not to be afraid of bully
50
Emotional Regulation
very important aspect of emotional development*** set of both conscious and unconscious processes used to both monitor and modulate emotional experiences and expressions develops very slowly and gradually
51
Components of Early Regulation (3)
1) co-regulation 2) self-comforting behaviours 3) self-distraction
52
Co-regulation
process by which a caregiver provides the needed comfort or distraction to help a child reduce his or her distress early infancy external - parents doing it for the baby
53
Self-Comforting Behaviours
repetitive actions that regulate arousal by providing a mildly positive physical sensation e.g. sucking finger, rubbing hands together decreases over time
54
Self-Distraction
looking away from an upsetting stimulus in order to regulate one’s level of arousal e.g. turning head away from noise increases over time somewhat - 6 months consistent distraction - 12 months
55
When do outbursts in children peak?
1.5 years when they develop a sense of self Boys - show anger, more reactive in childhood Girls - more socialized not to express anger
56
Still Face Experiment
Showed how important parent responsiveness is mom keeping still face and not smiling at baby is very distressing for baby not connecting in early development is a predictor of depression
57
Emotion Socialization
process through which children acquire the values, standards, skills, knowledge, and behaviours that are regarded as appropriate for their present and future roles in their particular culture e.g. America - encourage children to express emotions, other places - mask
58
Emotion Coaching
use of discussion and other forms of instruction to teach children how to cope with and properly express emotions e.g. reading to kids, why do you think the character in the story feels that way
59
Determinants of Temperament (3)
1) Genetics - strong! 2) Teratogens 3) Parenting
60
Thomas & Chess's Categories of Temperament (3)
1) Easy Child 2) Difficult Child 3) Slow-to-warm Child
61
What is the most common temperament?
Easy child
62
What is the least common temperament?
Difficult child
63
Easy Child Temperament
40% moods of mild to moderate intensity, usually positive responds well to novelty and change quickly develops regular sleep schedule and feeding schedule takes to new foods easily smiles at strangers adapts easily to new situation accepts most frustrations with little fuss
64
Difficult Child Temperament
10% intense and frequently negative moods cries often and loudly, laughs loudly responds poorly to novelty and change, new situations, routines sleeps and eats irregularly accepts new foods slowly suspicious of strangers reacts to frustration with tantrums
65
Slow-to-warm Child Temperament
15% mildly intense reactions, both positive and negative responds slowly to novelty and change sleeps and eats more regularly than the difficult child, less regularly than the easy child mildly negative initial response to new stimuli (e.g. first encounters) fine as long as your introduce slowly gradually dev
66
Rothbart's Temperament Questionnaire Components (5)
1) Fearful/distress/anger/frustration/inhibition -worry, nervousness, startling, being afraid 2) Irritable distress -limitations, task interruption, fuss, protest 3) Attention span -for extended period 4) Activity level -gross motor movements 5) Positive affect - e.g. smiling and laughter
67
Stability of Temperament Over Time
conflicting results more stable later in childhood kids at extremes more likely to retain more stability for emotions than activity
68
Goodness of Fit
degree to which an individual’s temperament is compatible with the demands and expectations of his or her social environment
69
Differential Susceptibility
some babies sensitive to parenting style - orchids some babies thrive no matter what - dandelions e.g. orchid good parenting, do really really well poor parenting, do really really bad
70
What has more of an effect on the child-parent relationship? a) temperament b) quality of the relationship
b) quality of the relationship
71
Equifinality
many routes can come to the same end point end point: depression - can be caused by child abuse, mom’s PPD
72
Multifinality
same thing can cause many different end points e.g. child neglect end point: -boys - externalizing problems -girls - internalizing problems

PSYCH 251 (7 decks)

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