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PSY1004 SEMESTER 1 > PSY1004 WEEK 6 > Flashcards

PSY1004 WEEK 6 Flashcards

1
Q

name 5 of the components of emotion

A
  1. physiological factors (HR, BR)
  2. subjective feelings (linked to emotion)
  3. cognitions and perceptions (associated with emotion)
  4. expressive behaviour (outward expression of emotional state)
  5. desire to take action (fight-or-flight)
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2
Q

explain action tendency for disgust

A

forwards action, active rejection of thing that caused disgust

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3
Q

explain action tendency for fear

A

forward action. fight or flight response, maintaining self-preservation

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4
Q

explain action tendency for anger

A

forward movement, eliminating obstacles to goal

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5
Q

explain action tendency for sadness

A

backwards action, disengagement and withdrawal

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6
Q

explain action tendency for shame

A

backwards action. withdrawal, avoiding others and hideexplain action tendency for

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7
Q

explain action tendency for guilt

A

forward action. movement to make amends, to inform others or punish self

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8
Q

when do smiles tend to emerge in infants

A

0-4 weeks: fleeting smiles in REM (reflexive)
3-8 weeks: smile in reaction to external stimulus (touch, high pitched voice)
3 months: social smiling

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9
Q

explain when social smiling emerges

A

3 months: more likely to smile at people than puppet
7 months: smiles primarily at familiar people to prolong social interaction with PCG, strenthening bond
toward end of first year: laugh at suprising and unexpected events

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10
Q

what is the first negative emotion expressed

A

probably generalised distress but difficult to test as infants experience distress when not expected

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11
Q

explain emergence of fear

A

4 months: wary of unfamiliar object/event, not people
6-7months: observed when with strangers
7months: fears shown to stimuli like loud noises but probably adaptive as cannot escape, so is tool for attracting attention, getting help
8 months: distress at being away from PCG
8-15months: separation anxiety
2+ years: increased stranger fear, depending on temperament

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12
Q

explain emergence of anger

A

1 year: toward others, increasing up to 16months
2 years: toddlers gain control over environment, so common when their control is taken away. declines due to better language and self-regulation

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13
Q

what self-conscious emotion can be seen aged 2

A

guilt, pride, shame, embarrassment

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14
Q

why do we think children develop self-conscious emotions at 2

A

develop their sense of self and emotions fostered through children’s growing awareness of what others expect of them

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15
Q

define guilt

A

remorse and regret about action, desire to undo damage

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16
Q

define shame

A

focused on oneself - feeling exposed and wanting to hide

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17
Q

explain study into infants self-conscious emotions (Barret et al, 1993)

A

2 years play with rigged doll, leg fall off when researcher leaves room
some indicated shame: avoided returning experimentor or telling them about the doll
some indicated guilt: attempted repair, told researcher

individual difference relating to parenting style

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18
Q

give study into parenting styles on emergence of self-conscious emotion (Hoffman)

A

more likely to show shame when parent emphasises child bad
more likely to show guilt when parent emphasises badness and impact of behaviours on other

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19
Q

what did Darwin believe on emotion

A

facial expressions in basic emotion is innate, universal and prevalent in infant

20
Q

explain discrete emotion theory (innate emotion)

A

each emotion innately has specific set of physical and facial expressions so easily can be differentiated early on
infants show expression that represent basic emotions (happy, suprise, interest) and complex (guilt, pride)

21
Q

what are cross-cultural evidence for adults intepretations of infant expression

A

Ekman & Friesen = New Guinea matched emotional contexts to expression (photos of westerners). easily paired happy, anger, disgust and sadness but struggled with suprise and fear suggesting humans understanding of conveyed emotion through expression is universal but not necessarily innate as cultures can learn about facial expressions from copying those around them

22
Q

can infants empathise with others? explain Field (include social referencing and visual cliff paradigm)

A

adults judged emotional expression of infants copying adult
social referencing= looks to PGC to gain info about what they should do
visual cliff paradigm- mothers looking fearful meant no infants crossed cliff

23
Q

briefly outline idea that emotion is not innate

A

emotions are not distinct from one another at start of life, environment plays large role in expression of emotions

24
Q

explain 3 basic affect system theory - Sroufe, 1995 (emotions not innate)

A
  1. joy/pleasure
  2. anger/frustration
  3. wariness/fear

developmental changes to system from primitive to advanced during first few year
fear initially is startle reaction then becomes present in novel situation due to expanded social experience

25
Q

explain functionalist approach- Campos et al, 1994 (emotions not innate)

A
  1. basic function of emotions promote action toward achieving goals in context
  2. emotional reactions are affected by social goals including involved other and also values learnt. we need interaction to develop specific emotion

shame/guilt associated with standards set by caregivers

26
Q

define emotion regulation

A

adjusting one’s emotional state to suitable intensity level, preventing emotional overload and allowing one to function in a consistent manenr

27
Q

explain emotion regulational development in children

A

age 3 able to control expression of mild negative emotion
understand true emotions can be hidden or attenuated at young age due to this being mentioned in children’s general socialisation
encouraged to not voice emotion (less able to deceive someone of pleasant feelings compared to unpleasant feelings)
age 5 have learnt generally positive emotions can be socially undesirable (showing off) so hide pridwe

28
Q

apply emotion regulation to marshmellow task

A

those who did better had better self-regulation strategy eg: singing, talking, trying to sleep

29
Q

why is a childs emotional regulation important

A

better interaction with other, well-adjusted, well-liked by peers
do better in school, likely as can pay attention, behave better and better liked by teachers and peers
fosters social competence

30
Q

what does a childs ability to manage frustrations and emotions predict

A

later social competence and adjustment, anxiety levels, success as adults (predict more than IQ does)

31
Q

outline Zimber-Gembeck and Skinner 3 developmental stages of emotion regulation

A
  1. from caregiver dependent regulation to self-regulation
  2. cognitive strategies, problem solving to control negative emotions
  3. selection of appropriate strategy
32
Q

explain how caregivers may regulate child

A

soothe and distract, rocking, talking soothingly

33
Q

what ages does child show signs of self-regulating (Zimber-Gembeck and Skinner 3 developmental emotion regulation stages)

A

6months: show sign of rudimentary self-regulation in adversely arousing or uncertain situations. reduce distress through averting gaze, self-soothing (made possible by control developments in attention and movement)
6+ months: develop and improve ability to distract self by playing on own, due to rapid cognitive developments in language, attention and inhibitory control

34
Q

how does language development aid emotional regulation

A

able to distract self and plays on own due to rapid cognitive developments in language, attention and inhibitory control, and able to negotiate with parents than engaging in emotional outbursts

35
Q

how do children use cognitive strategies and problem solving in emotion regulation (Zimber-Gembeck and Skinner 3 developmental emotional regulation stages)

A

behavioural emotion regulation like thumb sucking
later, use cognitive emotion regulation strategies and problem solving such as rethinking goal and adapt to unpleasant situation)

36
Q

explain development of strategies selection in child allows emotional regulation (Zimber-Gembeck and Skinner 3 developmental stages)

A

improves ability to select cognitive or behavioural strategies appropriate to situation due to development in planning and problem solving across middle childhood and adolescence
able to tell between controllable and uncontrollable stressors eg: homework vs parents arguing

37
Q

what are contributing factors to childs development of emotion regulation and emotional understanding?

A
  • quality of family interaction
  • more likely to understand relation between false belief and emotion if mothers focused on mental characteristics when describing them
38
Q

define temperament

A

person’s emotional and attentional reactivity, and self-regulation that show consistency across situations and stability over time

39
Q

name the 6 aspects to temperament

A
  1. fearful distress/inhibition: distress and withdrawal in new situations
  2. irritable distress: fussiness, anger and frustration, especially if child doesn’t get what they want
  3. attention span/persistence: duration toward object of interest
  4. activity level
  5. positive affect/approach (smiling, laughing)
  6. rhythmicity: regularity and predictability of routines such as sleeping
40
Q

what is a nature view to temperament

A

it is hereditary - identical twins more similar temperament than non (Rashbash et al, 2011)

41
Q

what is a nurture view to temperament

A

extreme environmental stressors (negative parenting, stress etc) link to emotion regulation

42
Q

can infants understand emotion? (Grossman, 2010)

A

used peer-checked data sets, photos of faces displaying specific emotion, check with others that faces are displaying correct emotion
can recognise positives/negative emotion early on
3 months = able to distinguish between happy, surprised and angry faces
7 months can distinguish sadness, fear, interest

43
Q

name a physiological measure of studying temperament

A

measuring cortisol reactivity in response to stress
high negative emotionality and poorer emotion regulation show larger increases in cortisol level

44
Q

evaluate physiological measures of studying temperament

A

data is objective
hard to tell if is cause or consequence of temperament in the given situation

45
Q

explain how questionnaires are used for temperament measurement (and evaluate)

A

ask parents as extensive knowledge of child in many situations
however are not object, no comparison of other childrens behaviours

46
Q

evaluate using lab measures to measure temperament

A

objective data so less bias however behaviour only measured in limited set of circumstances so could reflect mood on day

47
Q
A

PSY1004 SEMESTER 1 (12 decks)

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