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PSYCH 251 > Emotional Development > Flashcards

Emotional Development Flashcards

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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
Q

Behaviour of Stranger

A

More fear: passive and exhibits sober expression

Less fear: active, friendly, smiling

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26
Q

Degree of control over strange person or object

A

More fear: low control and unpredictability

Less fear: high control and predictability

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27
Q

Separation anxiety begins at ___ months and peaks at ___ months

A

8 months

13 months

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28
Q

What is a major influence on separation anxiety?

A

culture

less in cultures where children are used to being around lots of people

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29
Q

When is a child more likely to experience fear?
a) when they leave their mother
b) when the mother leaves them

A

b) when the mother leaves them

30
Q

When do young children tend to get angry?

A

When they are frustrated

e.g. removed, restrained, left, or put down

31
Q

If a child is sad in a situation that would typically invoke fear, what could this indicate?

A

Neglect or abuse

Not good

Learned helplessness reaction

32
Q

Self-Conscious/Complex Emotions (4)

A

1) Embarrassment
2) Pride
3) Guilt
4) Shame

33
Q

Which emotion is worse?
a) guilt
b) shame

A

b) shame

34
Q

Embarassment

A

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
Q

Pride

A

Apparent pretty early

Great pride in 1st steps

When older, more pride in difficult tasks

36
Q

Guilt

A

about what YOU did

different than shame

a better thing that shame

37
Q

Shame

A

about who you ARE

the self

shame in 5th grade - more delinquent behaviour in adolescence, live up to self-perceptions

38
Q

In which culture would you expect greater pride over individual accomplishment?
a) Canada
b) Japan

A

a) Canada

Japan is more collectivist

39
Q

Experiment with leg falling off doll

A

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
Q

When would a child feel more pride?
a) when they fail at a difficult task
b) when they fail at an easy task

A

a) when they fail at a difficult task

41
Q

Can children recognize basic emotions in infancy?

A

Yes

But doesn’t mean they understand them

42
Q

Social Referencing

A

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
Q

When can children start to understand the causes of basic emotions?

A

Preschool

e.g. happy because they have ice cream, sad because their dog is lost

44
Q

When do children understand that you can experience multiple emotions at once?

A

Middle childhood

45
Q

When do childhood understand the concept of mixed emotions (opposite, conflicting emotions)?

A

Age 10

46
Q

Display Rules

A

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
Q

2 Main Components of Display Rules

A

1) Simulating an emotion
2) Masking an emotion

48
Q

Simulating an emotion

A

Usually do this to be NICE

e.g. pretending you like aunt’s cooking

49
Q

Masking an emotion

A

Usually do this for SELF-PROTECTION

e.g. pretending not to be afraid of bully

50
Q

Emotional Regulation

A

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
Q

Components of Early Regulation (3)

A

1) co-regulation
2) self-comforting behaviours
3) self-distraction

52
Q

Co-regulation

A

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
Q

Self-Comforting Behaviours

A

repetitive actions that regulate arousal by providing a mildly positive physical sensation

e.g. sucking finger, rubbing hands together

decreases over time

54
Q

Self-Distraction

A

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
Q

When do outbursts in children peak?

A

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
Q

Still Face Experiment

A

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
Q

Emotion Socialization

A

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
Q

Emotion Coaching

A

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
Q

Determinants of Temperament (3)

A

1) Genetics - strong!
2) Teratogens
3) Parenting

60
Q

Thomas & Chess’s Categories of Temperament (3)

A

1) Easy Child
2) Difficult Child
3) Slow-to-warm Child

61
Q

What is the most common temperament?

A

Easy child

62
Q

What is the least common temperament?

A

Difficult child

63
Q

Easy Child Temperament

A

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
Q

Difficult Child Temperament

A

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
Q

Slow-to-warm Child Temperament

A

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
Q

Rothbart’s Temperament Questionnaire Components (5)

A

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
Q

Stability of Temperament Over Time

A

conflicting results

more stable later in childhood

kids at extremes more likely to retain

more stability for emotions than activity

68
Q

Goodness of Fit

A

degree to which an individual’s temperament is compatible with the demands and expectations of his or her social environment

69
Q

Differential Susceptibility

A

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
Q

What has more of an effect on the child-parent relationship?
a) temperament
b) quality of the relationship

A

b) quality of the relationship

71
Q

Equifinality

A

many routes can come to the same end point

end point: depression - can be caused by child abuse, mom’s PPD

72
Q

Multifinality

A

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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