Emotional development: L13

Question 1

what is emotion ? (6)

Answer 1

1. physiological experiences
2. neural responses
3. cognitions (thoughts)
4. emotional expressions
5. desire to take action
6. subjective feelings

Question 2

4 different perspectives of emotions + define

Answer 2

1. discrete models: 5 core emotions
2. functionalist models: desire to take action
3. cognitive models: emotion is a narrative (series of events)
4. dynamic models: many types of emotions (different types of sadness)

Question 3

cognitive model of emotion cycle (4)

Answer 3

1. antecedent: what happens before
2. primary appraisal: whats happening (neural, physiological)
3. secondary appraisal: what can I do about it (feelings, desires)
4. action: communication (expression) -> target/consequence

Question 4

what is emotion in the cognitive process model ? (4)

Answer 4

1. narrative
2. sequenced order of internal events
3. informs how we respond to stimuli
4. influences how we interact/communicate with others

Question 5

dynamic model of emotion

Answer 5

multiple parts within a system that have their own needs and resources -> relationships exist between the parts

physiological, cognition, desire, expression, subjective feelings

• > all occurring
• > some happen more often than others
• > some more prominent

Question 6

dynamic model, what is emotion - changes? (2)

Answer 6

• changes with experience

- becomes more complex as the child’s understanding of their cognitive, physical, personal worlds become more complex

Question 7

temperament + emotion:

temperament definition

Answer 7

a person’s pattern of emotions, activity level and attention (generally consistent across contexts & time)

Question 8

temperament + emotion:

three categories of temperament
(reductionist approach)

-> children who had easy temperament were….

Answer 8

1. difficult - 10%
2. slow to warm up - 15%
3. easy - 40%

(unclassifiable) - 35%
- > better equipped emotionally to make friends at high school

Question 9

temperament + emotion:

person oriented approach to temperament

Answer 9

• profile created across multiple dimensions
• score for each dimension (e.g. happiness /10)

e.g. 
emotion : anger/distress /10
activity level /10
attention /10
neurophysiology /10

Question 10

temperament + development:

stress-diathesis model of development

Answer 10

vulnerability -> risk factors -> poor outcomes

e.g. temperament (fear/anger) -> family relationships -> developmental outcomes (anxiety, depression)

Question 11

temperament + development:

what can we do to prevent an infant from becoming depressed who is displaying high levels of fear?

Answer 11

we can target the risk factors, put interventions in place to help caregivers develop strategies to prevent undesirable developmental outcomes

Question 12

emotional regulation definition

Answer 12

conscious and unconscious processes used to monitor and modulate emotional experiences and expressions

Question 13

emotion regulation development:

1. infancy
2. early/middle childhood
3. late childhood
4. adolescence

Answer 13

1. no articulation of feelings, reliant on caregiver’s interpretation (0-2)
2. engaging in display rules (displays appropriate emotion, hides internal), avert attention = self play (3-9)
3. working together, putting emotions aside, drawing on others to regulate emotion, manipulate behaviour for goals (9-11)
4. ER disrupted, puberty changes. control, lust, love and betrayal, navigating independently (12+)

Question 14

emotion regulation development:

1. continuity/discontinuity?
2. mechanisms for change?
3. active child?
4. individual differences?

Answer 14

1. qualitative, staged changed
2. social, biological, cognitive
3. active implementing, passive acquisition
4. change occurs at different rates

Question 15

consequences of poor emotional regulation (ER) in adolescence:

Why?

Answer 15

• learning
• identity, self-concept formation
• peer-focused
• independency
• poor monitoring
• poor modulation
• new emotions

(neurological, cognitive, social and emotion regulation)

Question 16

consequences of poor emotional regulation (ER) in adolescence:

criminal offences

1. offenders culpability mitigated
2. adolescents’ culpability is mitigated

Answer 16

1. • decision making diminished
     - offender coerced, under threat
     - criminal act “out of character”
2. • mis calibrated risk v reward
     - heightened arousal = more vulnerable to provocation
     - identity “character” still under development

Question 17

consequences of poor emotional regulation (ER) in adolescence:

certainty, not severity (study)

Answer 17

• 7 years
• more severely punished didn’t result in fewer arrests
• increasing certainty of arrest resulted in fewer arrests (e.g. increased perception of arrests)

certainty = clear decision around risk v reward

Question 18

define:
1. cognitive model
2. discrete model
3. functionalist model
4. dynamic model

Answer 18

1. emotions are a sequenced order of internal events which informs how we interpret and respond to stimuli
2. small number of emotions that are biologically determined
3. emotions are associated with certain bodily and cognitive changed which help to solve environmental problems
4. complexity of emotions evolves with experience and understanding of the world