Lecture 5 Flashcards
Infant social development
3 components of emotions
Physiological component
- BLushing, change in heart ratem sweating
Expressive componant:
- Facial expression, body language
Experiental component
- Feelings and thoughts
Basic emotions
Ekman’s model of 6 basic emotions:
-Hapinness, anger, sadness, disgust, surprise, fear
COnsidered to be universal (maybe innate) and represented by distinct facial expressions
Ekman went to new guinea, society not exposed to western culture and they had all of these expressions as well
General emotional development
Primary emotions:
- 2-7 months
- Anger, sadness, joy, suprise, fear
Secondary emotions
- In second year
- Embarrassment, shame, guilt, envy, pride (self-conscious emotions)
- Self concept necessary to have these emotions
When do basic emotions appear
7-9 months, infants can experience all the basic emotions and display the corresponding expressions:
- Happiness: 1.5-3 months
- Anger: 4-6 months
- Fear: 6-7 months
May experience these emotions when younger but:
- Not yet physically capable to producing the observable expressions
- The emotion is not fully developped yet,they cant experience them at full capacity
Recognizing emotions
In gen, production is faster then recognition
- The 2 abilities are positively coorelated within individuals
- But if expresses a lot they can regocnize faster
Evidence:
- Imitation of facial expressions during infancy
- social referencing
Social referencing test
visual cliff
Appears lie they will fall off cliff but its just plexy glass
What emotion the parent is experiencing is how likely they will cross the cliff
Proves babies can recognize emotions of parents
Babies will modify behaviour based on parents so they can recognize emotions and what they mean
As they get older, less dependant on that social reference, get more confidant. Social referencing fades with development
if joy they will most likely cross
fear 0%
anger very little
Interest most likley
Regulatiing emotions
Had for infants but they have some abilities to regulate emotions in a way that is socially acceptable
Strategies:
- DIY: sucking, look away, fall asleep, rubbing, touching
- Parental help: carry, rock, speak softly
As children get older, regulation of emotions progression
with development, emotion regulation relies less on parents
Cognitive strategies come into play: i didnt rly like that toy anyways
Language used to talk it out
Learn consequence of outbreaks so learn to manage better
Physical growth and maturation, develop frontal lobe, neuronal system of emotional regulation evolve
Beginning of smiling and laughter
**Reflex smile: **newborn, internal and not external stimuli
Social smile: 6-10 weeks, in response to specific external event. In response to visual stimuli before game or tickling
Individual differences in smiling
Boys less then girls
Becomes part of communication system: parent plays with them they smile, doesnt they stop smiling, pre-linguistic
Fear & Anger
- Newborns exhibit distress
- Anger develops by about 2-4-6 months and increases in frequecy and intensity over the first 2 yrs
- Cognitive influences: as understand causal mechanisms, know what to get angry at
- Fear of strangers: arround 6 months; emerges gradually -Many factors determine hoe an infant will react to a particular stranger
in early infancy is rare. Lots of factors influenence reaction to stranger
- Evolutionary benefits?
anger motivates us to get things done. Challenges to walk, anger helps to motivate, increases how much to persist
Fear: keeps infants from exploring to broadly, keeps them safe
Fear of Strangers factors
Stranger characteristics:
Stranger’s personal characteristics influence babies’ emotional reactions
- Children perceived as less threatning then adults
- Predictable, friendly strangers elicit less fear
The influence of context
- Less fearful in a familiar setting and when they feel as if they have some control over the situation
- social referencing - reading others emotions can interact with stranger wariness - especially for moms
Introducing new teacher in a preschool: not in high chair so they can move away if they want and in familiar room in preschool
Babies will look to parents or caregivers and will miror emotional reaction
Complex emotions
Self-conscious emotions
- shame, embarrassment, pride, guilt, envy
Require sense of self and socialization
Help develop socially-appropriate behaviour
Begin to emerge sometime in 2nd year
By age 3, children show all the self-conscious emotions
Attachment
affectional tie between child and caregiver
Strong affectional tie to ppl in our lives, seek them out when stressed or worried
the Harlow and zimmerman test: cloth and wire surrogate
Hypothesis: attachment from babies and mothers is that mother gives food and that its
Did a series of research
- One of the studies, babies were placed in a cage and had a fuzzy cozy mom and a wire monkey
- Only the wire one would give food
- Babies spent most of time cuddling with soft one
- Indicates that attachment is not just about survival, but theres more to it
Stranger situation
Mary annes work to access attachment:
1) mom and infant enter room together alone
2) infant explores freely as mom watches
3) Stranger enters
4) mom leaves shortly after
5) Mom comes back
6) Mom and stranger leave
7) stranger comes back
8) Mom comes back
Kids 1 -2 years old used in this
Kids having good attachment, as long as mom is there is good to safely explored. Stranger without mom uncomfortable
Secure attachment (60%)
Use parents as a secure base, may vry in absence, seek contact and sto crying with return
Less likely to develop psychopathologies
If they do develop difficulties in functioning at school better able to overcome the difficulties by adilescence
Better able to cope with stressful periods and events in general
Greater feelings of competence at school, at work. and in relationships in their late adolescence
Insecure-avoidant (15%)
Ignore parent when present; not distressed in absence; respond similarly to stranger and parent; avoid greeting and cuddling upon return
Difficulty feeling emotionnaly close to anyone; typically feeling isolated
Do not seek support, comfort, and understanding from others
Tend to develop non-anxiety related disorders
Insecure-resistant (10%)
Fail to explore, clingy in abcence; angry at mom upon return, difficult to comfort upon return
- a.k.a insecure-ambivalent
- More likely to develop anxiety related disorders in adolescnce
- More dependant on adults around them such as teachers
- Display less resourcefulness
Insecure-disorganized (15%)
show contradictory behaviour at return
- Created for the individuals who did not fit in the other categories
- Greatest insecurity; leads to greatest problems in childhood and adolescence
- More behavioural problems, especially aggression-related behaviours
- Greater risk to develop less commonly diagnosed types of psychopathology, including dissociative disorders
Attachment in different cultures
Attachment types have been developed within north-american culture
Cultural practices may impact the measurement of attachment styles
Measuring attachment styles wiht current approaches may have limited cross-cultural applicability
