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Child Development > Emotions and Development > Flashcards

Emotions and Development Flashcards

1
Q

Emotions

A

The instant experience of subjective significance of a situation preparing the individual for action
- The same situation may evoke different emotions and reactions

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2
Q

What can emotions influence?

A
  • Whether we establish, maintain, change or terminate our relation (thoughts and feelings) to the environment
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3
Q

What is the Functionalist Approach to emotions?

A
  • Emotions effect the desire to repeat a behaviour or achieving personal goals
  • Emotions and environment are interrelated
  • Emotions are key to all human actions, cognition, social behaviours and physical health
  • Emotions contribute to self-awareness and sense of self-efficacy
  • Emotional self-regulation
    Adapting to physical and social worlds
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4
Q

Is there a link between emotions and cognitive processes?

A
  • Yes there is
  • Emotional reactions - learning, for survival
  • Very evident in impact of anxiety to performance
    Anxiety; impairs thinking and problem solving
  • Emotions are related to memory
  • The relationship is bidirectional
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5
Q

What is the link between emotions and social behaviour?

A
  • Dynamic interplay
  • Parent-child interactions
    Happy vs Crying kid
  • Emotional expression gets more deliberate with age
  • Social referencing in absent of previous experience to a situation
    What does other display?
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6
Q

Does emotions affect health?

A
  • Yes, in various ways
  • Psychological stress affect physical health, especially chronic stress (long-term)
    Living in an orphanage
  • Dynamic interplay between emotions and illness
    Work or school related stress
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7
Q

What is the link between emotions and emotional expression?

A
  • Infants, children and adults express emotions differently
  • Emotional expression is source of information
    To understand infants feelings and emotions
    But not a reliable source
  • Outward expression may not show inward feelings truthfully
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8
Q

What are basic emotions?

A
  • Universal in humans
  • Evolutionary importance for survival
  • Infants show signs of attraction
  • Emotions get clear and well organized gradually (CNS growth)
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9
Q

Dynamic-systems perspective

A
  • Infants construct expression through interaction with parents
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10
Q

Happiness

A
  • Smiles to laughter, social smile
    Learning new things
    Praise/Encouragement
  • Smiles to touch at first but increases
  • More complex at 8-10 months
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11
Q

Anger

A
  • Unpleasant experiences, often physical needs
  • Intensity increases with age
    Autonomy
  • Temper tantrums
  • Develop alongside motor skills
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12
Q

Sadness

A
  • Not as common as anger
  • Unpleasant experiences
    Deprived of care
  • Cries
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13
Q

Fear

A

-Hesitant to new things
- Stranger anxiety
Parent-child relationship influence
- 6-12 months
- Keeping exploration in check
- Secure base
- Cognitive development, decrease in fears around 2 years of age

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14
Q

What is higher-order feelings in humans?

A
  • Self-conscious emotions
    Guilt, shame, embarrassment, envy and pride
  • Signs around 18-24 months
  • Developing inner standards
  • Involves self-awareness
    Parental guidance and instructions are necessary
  • Cultural variation
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15
Q

What is emotional self-regulation?

A
  • Voluntary and effortful strategies to adjust emotional states to a manageable level to accomplish goals
  • Requires certain cognitive capacities
  • Active control
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16
Q

How does self-regulation develop in infancy?

A
  • Emotions are too intense
    Easily overwhelmed
  • Increase tolerance linked with prefrontal cortex development
  • Parent-child interaction
    Attentive to emotional needs
  • Language development, basic
17
Q

How does self-regulation develop in early childhood?

A
  • More verbal expression and control alongside language development
  • Social references
  • Parenting styles, guidance and interactions (conversations)
    Ineffective parenting leads to child having harder time to calm down and being anxious and fearful
18
Q

How does self-regulation develop in middle childhood and adolescence?

A
  • Rapid gains
  • Regulating negative feelings is a challenge
    Social media
    School performance
    Family
  • Cognitive development leads to flexible, effective strategies or ineffective strategies
    Emotional self-efficacy
19
Q

Problem-solved coping

A

Appraise the situation
What can be changed, what is difficult
What can I do about it

20
Q

Emotion-centered coping

A

Internal process
- Controlling distress when nothing can be done

21
Q

What is emotional display rules?

A

-“Rules” on what type of emotional expression you should communicate
When
How
Where

22
Q

How does emotional display rules develop?

A
  • Gradually becomes aware of what is “correct”
  • Influences from
    Culture
    Sex differences
    Parenting styles
23
Q

How does understanding emotions of others develop?

A
  • Gradually but depends on age and age specific cognitive capacities
  • Social referencing
  • Family context, communicating and expressing emotions
  • Reading emotional expression is important for survival
    Appraising uncertain situations
  • Rapid changes during preschool years
  • Often one feeling at a time, at first
24
Q

Empathy

A

Need to understand emotions of other, take their emotional perspective and feel with what that person
- Develop in preschool years
- Important for prosocial behaviours

25
Q

Sympathy

A

When you are concerned or feeling sorrow for those in difficult times

26
Q

How does empathy develop?

A
  • Signs in newborns who cry to another babies cry
  • Gradual increase along cognitive skills

Differences
- Heritability
- Experiences
- Parents

27
Q

What is temperament?

A

Describes someones personality or psychological traits
- Cheerful and optimistic
- Active and energetic

Linked with experience of psychological problems - Study

28
Q

Reactivity

A

Quickness and intensity in emotional excitement & attention, and motor actions

29
Q

Self-regulation

A

Strategies to regulate/change reactivity to a situation

30
Q

What is the Goodness-of-Fit model?

A
  • To understand the link between temperament and parenting practices
    How a child’s temperament and environment jointly produce positive or negative outcomes
  • Adapting tasks or parenting practices to fit the child’s need
  • Provide structure and clear instructions
  • Provide sensitive approach when interacting with baby - linked with emotion regulation
  • Parental sensitivity, clear expectations and support linked with reduced problems for the child

Child Development (35 decks)

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