Emotional Regulation

Question 1

Emotions are typically defined in terms of the following features:

Answer 1

Psychological aspect
Communicative function
Cognitive aspect
Action aspect

Question 2

The psychological aspect of emotions is defined as:

Answer 2

The physical representation of the emotion; eg. changes in heart rate, breathing

Question 3

The communicative function of emotions is defined as:

Answer 3

The function of emotions to communicate our internal feeling states to others

Question 4

The cognitive aspect of emotions is defined as:

Answer 4

Our mental appraisal of the situation. The emotions we feel depend upon how we appraise what is happening to us

Question 5

The action aspect of emotions is defined as:

Answer 5

Emotions initiate action. eg. when something scares us, we withdraw. when something gives us joy, we laugh.

Question 6

Emotions can be defined as:

Answer 6

a feeling state that involves distinctive physiological responses and cognitive evaluations that motivate action

Question 7

Emotion regulation is:

Answer 7

ways people act to modulate and control emotions

Question 8

Basic emotions are defined as:

Answer 8

Universal emotions expressed similarly in all cultures and present at birth.

Question 9

The basic emotions are:

Answer 9

joy, fear, surprise, disgust, sadness, and anger.

Question 10

From a biological perspective, the basic emotions are important because they:

Answer 10

protect children from potential sources of danger and ensure that their basic needs are met

Question 11

From a socio-cultural perspective, the basic emotions facilitate:

Answer 11

social connections

Question 12

Two controversial issues in the field of emotional development are:

Answer 12

1) whether infants, like adults, experience distinct emotions or does the capacity to feel these specific emotions emerge in the course of infancy and childhood; and 2) do new emotions (shame, guilt) emerge from more global positive or negative feeling states, or do they emerge full-blown, without precursors, at specific periods of development?

Question 13

The theory of gradual differentiation posits that:

Answer 13

Infants are born with the capacity to express only general emotional reactions that are simply positive or negative. It is only as the child ages that these general reactions break into the basic emotions.

Question 14

The theory of gradual differentiation emphasizes the _________ of emotional development.

Answer 14

discontinuity

Question 15

The differential emotions theory proposes that:

Answer 15

the basic emotions are biologically innate and present at birth in essentially adultlike form, adultlike emotions (guilt, shame) emerging during infancy and childhood.

Question 16

A key scientist to remember who is associated with differential emotions theory is:

Answer 16

Carroll Izard

Question 17

Evidence in support of the differential emotions theory is:

Answer 17

similar facial expressions across cultures of the basic emotions.

Question 18

According to the emotions as ontogenetic adaptations perspective:

Answer 18

infants’ emotions are ontogenetic adaptations, meaning that they have evolved because they contribute to infants’ survival and development.

Question 19

The emotions as ontogenetic adaptations theory is unlike the theory of gradual differentiation and the differential emotions theory in that it:

Answer 19

takes infancy as its starting point rather than adulthood.

Question 20

endogenous smiles are smiles that are:

Answer 20

associated with internal, physiological fluctuations rather than with external stimulation from the environment.

Question 21

Infants begin to smile in response to mild perceptual stimulation at (age):

Answer 21

Between 1 and 2 months

Question 22

Infants’ smiles become social

Answer 22

Between 2 and 3 months

Question 23

The theory of emotions as ontogenetic adaptations emphasizes _______ in infants’ emotions, their origins, and the meanings they have for social interactions.

Answer 23

both continuities and discontinuities

Question 24

The two main forms of manipulating the synchrony of social interaction in a lab are:

Answer 24

Still-face method and Delayed transmission

Question 25

The still-face method is:

Answer 25

A form of manipulating the synchrony of social interaction in a lab. In this procedure, after a few minutes of normal synchronous interaction with her infant, the mother is cued to pose a neutral “still face” and to stop responding to the baby.

Question 26

The delayed transmission method is:

Answer 26

a form of manipulating the synchrony of social interaction in a lab in which the mother and baby interact naturally and synchronously but they are seeing and hearing each other on the monitors. Periodically, the experiments make transmissions from the mother’s monitor run several seconds behind the baby’s.

Question 27

In both the still-face method and the delayed transmission method, babies:

Answer 27

as young as 2 months avert their gaze and cease to smile.

Question 28

In the still-face procedure, infants of depressed mothers will:

Answer 28

Avert their gaze, but they do not fuss and protest. Helene Tremblay believes this is because the babies have learned to disengage from stressful, unresponsive interactions with their mother.

Question 29

Harriet Oster believes that pouting reflects:

Answer 29

babies’ first efforts to regulate distress and thereby maintain the social contact that crying would otherwise disrupt.

Question 30

Infants and young children often require a great deal of __________ and _________ with regulation.

Answer 30

adult assistance and behavior leading

Question 31

Effortful control is:

Answer 31

the inhibition of an action that is already underway

Question 32

“Red light, green light” is an example of:

Answer 32

how effortful control is difficult for young children

Question 33

The most common way of studying self-regulation for social goals is to:

Answer 33

examine children’s ability to resist temptations and comply with adult norms.

Question 34

A science team that studied self-regulation for social goals is:

Answer 34

Grazyna Kochanska and Nazan Aksan (1995)

Question 35

In Grazyna Kochanska and Nazan Aksan’s experiment, they:

Answer 35

analyzed the behavior of 2-5 year olds interacting with their mothers and responding to their commands. In one scenario, children played with their mothers in their home. The mother then asked the child to put away the toys. In a second scenario, children played with their mothers in a lab setting and were told not to touch a particular set of toys. The mothers then left the room.

Question 36

The results of Grazyna Kochanska and Nazan Aksan’s experiment were that:

Answer 36

In the first scenario: Some exhibited “committed compliance” and wholeheartedly embraced their mother’s command. Most exhibited “situational compliance” and had to be continually prompted by their mothers to complete the task.
In a second scenario: children played with their mothers in a lab setting and were told not to touch a particular set of toys. The mothers then left the room. Most children did not touch the toys and exhibited committed compliance.

Question 37

Committed compliance is defined as:

Answer 37

wholeheartedly embracing a command

Question 38

Situational commpliance is defined as:

Answer 38

agreeing to comply with a command only when continually prompted to do so.

Question 39

Vygotsky’s view of internalization is that:

Answer 39

internalization is a process through which external social regulations are transferred to the child’s internal psychological system. Once the social regulations are internalized, the child is able to self-regulate without the assistance of others.

Question 40

Vygotsky believed ______ is important for developing self-regulation.

Answer 40

imaginary play

Question 41

Vygotsky argued that play leads children to:

Answer 41

Separate the objects they play from with their thoughts about those objects. In this way, a child can regulate his behavior to pretend that a banana is a telephone even though the child knows it is a banana.

Question 42

Self-regulation to pretend an item, such as a banana, is another imagined thing, such as a telephone emerges in children:

Answer 42

after the age of 2

Question 43

Sociodramatic play is:

Answer 43

a form of make-believe play in which multiple participants enact different related social roles.

Question 44

Sociodramatic play helps children learn how to self-regulate because it requires:

Answer 44

the children to separate themselves from their character

Question 45

In an experiment conducted by Cynthia Elias and Laura Berk (2002), they:

Answer 45

observed 3 and 4 year olds in a preschool setting, recording the childrens’ involvement with sociodramatic play and the childrens’ participation in cleanup and listening to the teacher.

Question 46

The results of Cynthia Elias and Laura Berk’s experiment were that:

Answer 46

Children who engaged in sociodramatic play showed high levels of self-regulation several months later. The correlation was especially strong for impulsive children.

Question 47

Children develop new emotions, such as shame and guilty, when?

Answer 47

at the transition between infancy and early childhood

Question 48

Children develop strategies for controlling their emotions at what age?

Answer 48

between 2 and 6

Question 49

Strategies children in early childhood use for controlling emotions include:

Answer 49

Avoiding emotionally charged information by closing their eyes, or using language and cognitive skills to reassure themselves or reinterpret the event

Question 50

(_____) tend to be better than (_____) at recognizing and displaying masked emotions. (girls/boys)

Answer 50

Girls, boys

Question 51

Children gain the ability to recognize when someone is masking his or her feelings at what age?

Answer 51

early chidhood

Question 52

The ability to behave appropriately in social situations that evoke strong emotions is referred to as:

Answer 52

socioemotional competence

Question 53

Socioemotional competence is:

Answer 53

the ability to behave appropriately in social situations that evoke strong emotions

Question 54

Socioemotional competence requires:

Answer 54

an awareness of one’s own emotions, an awareness of others’ emotions, and the realization that outward expressions of emotions do not necessarily reflect inner emotional states.

Question 55

Children’s emotional responses to their accomplishments follow ______ pathways

Answer 55

different pathways as a consequence of their cultural traditions.