PSY1004 WEEK 6 Flashcards
name 5 of the components of emotion
- physiological factors (HR, BR)
- subjective feelings (linked to emotion)
- cognitions and perceptions (associated with emotion)
- expressive behaviour (outward expression of emotional state)
- desire to take action (fight-or-flight)
explain action tendency for disgust
forwards action, active rejection of thing that caused disgust
explain action tendency for fear
forward action. fight or flight response, maintaining self-preservation
explain action tendency for anger
forward movement, eliminating obstacles to goal
explain action tendency for sadness
backwards action, disengagement and withdrawal
explain action tendency for shame
backwards action. withdrawal, avoiding others and hideexplain action tendency for
explain action tendency for guilt
forward action. movement to make amends, to inform others or punish self
when do smiles tend to emerge in infants
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
explain when social smiling emerges
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
what is the first negative emotion expressed
probably generalised distress but difficult to test as infants experience distress when not expected
explain emergence of fear
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
explain emergence of anger
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
what self-conscious emotion can be seen aged 2
guilt, pride, shame, embarrassment
why do we think children develop self-conscious emotions at 2
develop their sense of self and emotions fostered through children’s growing awareness of what others expect of them
define guilt
remorse and regret about action, desire to undo damage
define shame
focused on oneself - feeling exposed and wanting to hide
explain study into infants self-conscious emotions (Barret et al, 1993)
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
give study into parenting styles on emergence of self-conscious emotion (Hoffman)
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
what did Darwin believe on emotion
facial expressions in basic emotion is innate, universal and prevalent in infant
explain discrete emotion theory (innate emotion)
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)
what are cross-cultural evidence for adults intepretations of infant expression
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
can infants empathise with others? explain Field (include social referencing and visual cliff paradigm)
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
briefly outline idea that emotion is not innate
emotions are not distinct from one another at start of life, environment plays large role in expression of emotions
explain 3 basic affect system theory - Sroufe, 1995 (emotions not innate)
- joy/pleasure
- anger/frustration
- 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
explain functionalist approach- Campos et al, 1994 (emotions not innate)
- basic function of emotions promote action toward achieving goals in context
- 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
define emotion regulation
adjusting one’s emotional state to suitable intensity level, preventing emotional overload and allowing one to function in a consistent manenr
explain emotion regulational development in children
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
apply emotion regulation to marshmellow task
those who did better had better self-regulation strategy eg: singing, talking, trying to sleep
why is a childs emotional regulation important
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
what does a childs ability to manage frustrations and emotions predict
later social competence and adjustment, anxiety levels, success as adults (predict more than IQ does)
outline Zimber-Gembeck and Skinner 3 developmental stages of emotion regulation
- from caregiver dependent regulation to self-regulation
- cognitive strategies, problem solving to control negative emotions
- selection of appropriate strategy
explain how caregivers may regulate child
soothe and distract, rocking, talking soothingly
what ages does child show signs of self-regulating (Zimber-Gembeck and Skinner 3 developmental emotion regulation stages)
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
how does language development aid emotional regulation
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
how do children use cognitive strategies and problem solving in emotion regulation (Zimber-Gembeck and Skinner 3 developmental emotional regulation stages)
behavioural emotion regulation like thumb sucking
later, use cognitive emotion regulation strategies and problem solving such as rethinking goal and adapt to unpleasant situation)
explain development of strategies selection in child allows emotional regulation (Zimber-Gembeck and Skinner 3 developmental stages)
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
what are contributing factors to childs development of emotion regulation and emotional understanding?
- quality of family interaction
- more likely to understand relation between false belief and emotion if mothers focused on mental characteristics when describing them
define temperament
person’s emotional and attentional reactivity, and self-regulation that show consistency across situations and stability over time
name the 6 aspects to temperament
- fearful distress/inhibition: distress and withdrawal in new situations
- irritable distress: fussiness, anger and frustration, especially if child doesn’t get what they want
- attention span/persistence: duration toward object of interest
- activity level
- positive affect/approach (smiling, laughing)
- rhythmicity: regularity and predictability of routines such as sleeping
what is a nature view to temperament
it is hereditary - identical twins more similar temperament than non (Rashbash et al, 2011)
what is a nurture view to temperament
extreme environmental stressors (negative parenting, stress etc) link to emotion regulation
can infants understand emotion? (Grossman, 2010)
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
name a physiological measure of studying temperament
measuring cortisol reactivity in response to stress
high negative emotionality and poorer emotion regulation show larger increases in cortisol level
evaluate physiological measures of studying temperament
data is objective
hard to tell if is cause or consequence of temperament in the given situation
explain how questionnaires are used for temperament measurement (and evaluate)
ask parents as extensive knowledge of child in many situations
however are not object, no comparison of other childrens behaviours
evaluate using lab measures to measure temperament
objective data so less bias however behaviour only measured in limited set of circumstances so could reflect mood on day
