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Emotional Development Flashcards

1
Q

What is emotional awareness

A

Being aware of ones own internal emotional states
Reacting to emotions of others
Being sensitive to effects of self on others
Adhering to social conventions
Regulating our own emotions
Coping with negative emotions

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2
Q

Why is emotional awareness important

A

So that we give the appropriate emotional expression, understanding and empathy for effective communication and socialisation

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3
Q

What would be difficult without emotional awareness

A

Long lasting relationships and fit in social situations

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4
Q

What emotional difficulties does someone with ASD suffer with

A

Emotion understanding, expression and recognition difficulties

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5
Q

What do the emotional difficulties in ASD lead to

A

Difficulty with social functioning and relationship formation

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6
Q

What is alexithymia

A

Difficulties in effectively describing one’s own internal emotional experience associated with difficulties in empathy

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7
Q

What were the basic / primary emotions that Darwin suggested in 1872

A

Happiness, anger, disgust, sadness, fear and surprise

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8
Q

What is the general agreement about positive emotions and when they are first expressed

A

General agreement that positive emotions are expressed in response to positive events at a young age

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9
Q

What type of emotion is there less agreement on when it develops

A

Negative emotion expression which matches underlying states

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10
Q

Who found that infants as young as 12 days old copy facial expressions

A

Meltzoff and Moore 1977

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11
Q

At how many days did Meltzoff and Moore 1977 and babies copy facial expressions

A

12

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12
Q

At what age can infants discriminate between the emotional expression of others according to Cannon 1988

A

4-5 months

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13
Q

What did Haviland and Lelwicka 1987 find

A

10 week olds response with happy angry facial expressions when their mothers are happy or angry

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14
Q

Who conducted the study were babies crawled over the visual cliff box

A

Gibon and Walk 1960

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15
Q

What did Gibbon and Walk 1960 have the mothers do as the baby crawled over the box

A

1/2 happy if near edge

1/2 angry if near edge

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16
Q

What was the take away conclusion from Gibon and Walk 1960

A

That babies use social referencing

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17
Q

Is there evidence for innate expressions and understating of emotions early in development

A

Yes

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18
Q

What is appropriate expression and understanding of others emotions important for

A

Communication

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19
Q

What are the two types of empathy

A

Affective empathy

Cognitive empathy

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20
Q

Define affective empathy

A

Ability to react implicitly to others emotions; automatically feel distressed yourself.

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21
Q

Define cognitive empathy

A

Ability to understand others emotions and where they occur; ToM

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22
Q

What level of empathy do those with ASD have

A

Lack cognitive empathy

Dont lack effective empathy

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23
Q

What condition has a lack of affective empathy

A

Psychopathy

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24
Q

What did Dunn 1988 find out about empathy

A

Toddlers attempt to comfort siblings in distress

Deliberate teasing and hurting

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25
Q

What did Dunns 1988 findings suggest

A

Todlers have a basic understanding of there ability to affect the emotional states of others

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26
Q

When is emotional knowledge acquired

A

1st and 2nd years

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27
Q

What does emotional knowledge have to become

A

Mentalistic

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28
Q

Who believed that emotional knowledge was the first concept to be integrated into a Childs theory of mind

A

Wellman 1990

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29
Q

When do children start to talk about emotions

A

2 years

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30
Q

What does conversations about emotions result in

A

Quick accumulation of knowledge

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31
Q

By what age do children ask questions about mental states and emotions

A

Age 3

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32
Q

When do children fully appreciate the link between emotions and interval states

A

6 ish years

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33
Q

What do 5 year olds have a basic understanding of with regards to emotion

A

The relationship between situations and emotions - but only basic ones (those obviously related to facial expressions

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34
Q

What is an understanding of less physically obvs emotions dependent on

A

Conversation

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35
Q

Describe mixed feelings

A

Certain situations result in emotional ambivalence

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36
Q

What did Harter 1983 get children to do

A

Asked children if it would be possible to experience two emotions simultaneously and describe example situations

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37
Q

What did Harter 1983 find with regards to mixed feelings

A

6 Years – Only those in which one emotion followed another
8 years – Situations that would give rise to two emotions of the same valence (e.g. sadness and anger)
10 years – Acknowledge the possibility of feeling two opposing emotions

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38
Q

Who reversed Harter 1983 study and found the same results

A

Meerum Terwogt 1986

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39
Q

Why do children acknowledge mixed feelings

A

Early ToM based on simple perceptions of cause and effect relationships between events and emotional reactions

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40
Q

When presented with conflicting emotional and situational cues, what do young pre-schoolers base judgements on

A

Facial expressions alone

They are unaware of the conflcit

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41
Q

When does the biases of facial expressions when dealing with conflicting emotions occur

A

Bias decreases with age

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42
Q

Who found that children base conflicting emotional cues on facial expressions

A

Gneep 1983

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43
Q

What do children become aware of that helps understand emotions

A

Display rules

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44
Q

What do display rules refer to

A

Display rules refer to when we need to put on a socially desirable response and suppress an undesirable response

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45
Q

What is needed to understand display rules

A

Emotional understanding and empathy

but also emotional regulation and inhibition

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46
Q

What does the unwanted gift paradigm test

A

Children ability to pretend to open gifts they dont like

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47
Q

With children 3-5 years in the unwanted gift parading what did Kieras et al. 2005 find

A

Measures of effortful control:
slowing down motor responses
suppress on initiate motor responses

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48
Q

To pass displays rules what do children age 4 and 6 need

A

Inhibition of prepotent response and emotional regulation

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49
Q

With display rules what effect remained after controlling for age and verbal ability

A

Emotional regulation and inhibitory control related

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50
Q

According to Carlson 2007 executive control of attention action and emotion are skills that develop when

A

Preschool

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51
Q

What do ToM refer to

A

Ability to understand others emotional and mental states, and use these to predict behaviour

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52
Q

What has been found to be important for controlling theory of mind tasks

A

Inhibitory control

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53
Q

What is ToM important for

A

Emotional regulation and social skills

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54
Q

Who suggests the strategies we are dependent on when dealing with negative emotions

A

Lazarus and folkman 1984

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55
Q

What were the coping behaviours Laraus 1984 suggested

A

Problem focused

Emotion focused

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56
Q

What does the problem focused strategy for negative emotions work

A

Aims to remove the actual problem

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57
Q

What does the emotion- focused strategy attempt to do

A

Aim to cope with the resultant emotion

58
Q

Who suggested that there are primary and secondary coping strategies

A

Rotherbaum et al. 1982

59
Q

According to Rotherbaum 1982 what order do we use the strategies

A

Problem solving first

If these fail then emotion focused strategies are used

60
Q

For some coping behaviours what strategy can we see won’t work

A

Problem solving

61
Q

Sometimes we forcesee negative repercussions of using what method

A

Problem solving methods

62
Q

When did Brand and Weisz 1988 suggest primary coping strategies are used

A

6 years

63
Q

What strategies do 6 year olds deal with

A

Aviodance
Asking help of others
Direct behavioural intervention

64
Q

When do children use secondary strategies

A

10

65
Q

Why are secondary strategies learnt later

A

Social factors

66
Q

What do problem solving strategies effect

A

Behaviours

67
Q

What do emotion focused strategies depend on

A

The recognition of emotions as mental phenomena (you can cognitively reappraise situations so as to affect your emotional responses)

68
Q

When does a development of a mentalitist understanding occur

A

4

69
Q

Once a mentalistic understanding of emotions developed what needs to happen

A

Re-appraise their understanding of emotions

70
Q

What emotions are dependent on social norms

A

Guilt
Pride
Shame

71
Q

Where do reflexive emotions result from

A

Our comparisons with social norms

72
Q

What functions do shame and guilt serve

A

Important intra and inter personal functions

73
Q

What do shame and guilt foster according to Fergusson 1998

A

Self-improvement and strengthen social relationships

74
Q

When are real shame and guilt first felt

A

When the social norms are internalised at around 8

75
Q

Do older children appreciate the possibility of people faking their emotions

A

Yes

76
Q

Is recognising fake emotions a cognitive discovery or observation skill

A

Cognitive discovery

77
Q

When does the deliberate concealment of emotions begin

A

7

78
Q

What is masking emotions based on

A

A developing appreciation of the social consequences of the expression of some emotions

79
Q

What are the individual differences Maltesta and Wilson 1988 found

A

Surfeit bias- a certain emotion is over used by an individual
Deficiency bias- under use of a specific emotion

80
Q

Where does individual difference of emotion come from

A

Temperament Goldsmith 1993

81
Q

What did Kagan 1994 believe uninhabited children demonstrated

A

More positive emotions

82
Q

What did Kagan suggest inhibited children retain

A

Their temperamental style depends on environmental factors (and their resultant emotional awareness)

83
Q

Who did Magai 1995 beloved was important in ids emotionally conduct

A

Parents

84
Q

Why did Magai 1995 think parents were important in ids emotional conduct

A

Socialisation of emotions & the development of a full emotional repertoire
Empathy skills

85
Q

What did Magai 1995 think were contained emotions

A

Guilt

Shame

86
Q

What was a key factor in ids emotional conduct according to Magai 1995

A

Imitation

87
Q

Who studied parental depression

A

Troncik 1987

88
Q

What did Cummings 1991 find

A

Anger in children that witness angry confrontations between parents

89
Q

What do TD children develop the ability to do

A

Recognise and react appropriately to others emotions
Understand and manipulate others thoughts and emotions
Empathy and ToM important for socialization and communication
Understand complex emotions and masking
Regulate their emotions and show appropriate emotions in social situations (display rules)
Important role of EF in this and ToM
Develop coping strategies for dealing with negative emotions
Important for resilience in later life

90
Q

What is the triad of impairments in ASD

A

Socialisation
Communication
Imagination / RRBs

91
Q

What difficulties do ASD children have with emotion

A

Difficulties recognising and responding appropriately to the emotions of others part of diagnostic criteria

92
Q

What is alexythymia

A

difficulty describing own internal emotional experiences

93
Q

Is alexythymia common in ASD

A

Yes

94
Q

Who questioned whether there is an overlap of symptoms between ALT and ASD

A

Bird 2010

95
Q

What would the effects be of not understanding and describing one’s own internal emotional experiences?

A

Isolation

96
Q

Evidence for emotion recognition difficulties in ASD is mixed true or false

A

True

97
Q

Who suggested that complex dynamic emotions are more likely to reveal difficulties

A

Risko 2012 Harms 2010

98
Q

What do individuals with ASD tend not to do

A

Integrate facial features, Pelphrey 2002

99
Q

What do ASD have difficult processing

A

Emotion blends

100
Q

What did Ashwin 2006 find

A

ASD poorer than TD at complex emotion processing

But follows trend of easy and harder emotions - surprise, sad, angry, disgust, fear

101
Q

What justifies a non naturalistic emotion

A 
Black and white pictures
Posed or artificially blended
Lack social context
No dynamic cues
No verbal cues
102
Q

What did Cassidy 2015 and Speer 2007 find differed depending on stimuli

A

Eye movements and recognition

103
Q

Who found that ASD children rely more on verbal content than other cues

A

Golan 2008

104
Q

What do not occur in isolation

A

Emotions and behaviour

105
Q

What does being aware of emotions and when they are appropriate help with

A

Understanding behaviours that have already happened

106
Q

What is a strength of the Jane Interview task

A

Other ToM only ask to predict behaviour not can you make sense of the behaviour

107
Q

What do ASD have difficulty understanding

A

What behaviours are appropriate in different social situations (Baron- Cohen et al., 1999; Loveland et al., 2001)
What situations will cause complex emotions:
Jane will be surprised on opening the empty box of coco pops

108
Q

What dont ASD have difficultly understanding

A

situations which cause basic emotions such as happiness and sadness:
having a birthday party vs grazing a knee (Baron-Cohen et al., 1993)

109
Q

To be able to retrodicitive mindreading for positive negative emotions or masking what is required

A

An understanding of the link between emotion and behaviour

Recognise and attribute a correct emotion

110
Q

Can adults with ASD understand what emotions are appropriate to each situation

A

Yes

111
Q

On retroactive mind reading how do adult ASD perform

A

They make congruent emotion and gift inferences (e.g. positive for chocolate, masked for home-made)
- Success in recognising others complex emotions

112
Q

What do adults with ASD struggle with in emotion

A

Complex emotion recognition not understanding

113
Q

Who found that ASD adults have difficulty successfully working out what happened to someone from responses

A

Pillai

Cassidy

114
Q

What do ASD adults learn

A

What emotions are appropriate in different situations

115
Q

What peristis into adulthood for ASD

A

Difficulties successfully recognising complex emotions

116
Q

What type of atypical development is part of ASD diagnosis criteria

A

Emotional

117
Q

What are the atypical emotional criteria for ASD

A

Lack of emotional expression (flat affect)

Inappropriate facial expression to situation (e.g. laughing inappropriately)

118
Q

Do neurotypical people find autistic people more difficult to mind-read than non-autistic people?

A

NT worst at reading ASD than other NT

119
Q

In Sheppard 2016 how did NT rate ASD and NT expression

A

Similarly

120
Q

In Sheppard 2016 what did NT participants give different explanations for

A

NT and ASD reactions

121
Q

What is the impact of atypical emotional expression in ASD

A

Autistic people also have difficulty successfully recognising others emotions, interpreting and predicting others behaviour, and responding appropriately

122
Q

Are ASD considered less readable

A

yes

123
Q

What is the overall impact of atypical emotion expression according to Milton 2012

A

Double empathy problem

124
Q

Who found that NT peers are less likely to want to interact with autistic people based on a brief sample of behaviour

A

Sasson 2017

125
Q

Did Sassons findings change with exposure or age adult/child

A

No

126
Q

How did NT participants rate ASD after 60s clip for reality show

A

NT participants rated autistic participants as less favourable overall

127
Q

How were ASD rated by NT in the video

A

Rated as more awkward, less attractive, and less inclined to hang out

128
Q

What are the potential impacts of double empathy

A

social isolation
Loneliness
Those with high autistic traits more likely to experience thwarted belongingness, lack of social conntection

129
Q

What is double empathy associated with

A

Depression and self harm

130
Q

Research yet to explore direct impact of double empathy on mental health in ASD …
True or false

A

True

131
Q

What is common in ASD

A

Irritability, aggression, self-injury, suicidal gestures, anxiety and impulsivity

132
Q

What do the common feelings and actions of ASD suggest

A

Difficulties with emotional regulation

133
Q

What are the underlying factors of poor emotional regulation

A

Less goal directed and more internally driven responses
Poor problem solving, rigidity, impaired ToM
Sensory hyper-responsivity, sensorimotor lecture
Different presentation of co-occurring mood disorders sign or symptom of anxiety or depression

134
Q

What is the impact of ER difficulties in ASD

A

Reduced resilience

135
Q

What counters the potential impact of ER difficulties in ASD

A

Children with ASD did not score lower on emotional intelligence (EI) or resilience than TD children

136
Q

What is emotional intelligence correlated with in ASD

A

Resilience

137
Q

What is emotional development key for

A

developing social and communication skills, inhibitory control key related factor, important with emotional regulation

138
Q

What is key in the ability of emtotional regulation

A

Inhibitory control

139
Q

What could explain the social difficulties and increased vulnerability to mental health problems

A

ASD have difficulty with a number of aspects of understanding, recognising, attributing, controlling and expressing emotions

140
Q

What is key in this filed

A

Further research

Developmental (10 decks)

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