PSY311 3. Temperament Flashcards
Emotions
• More than a feeling... • Changes in: 1. Affect 2. Physiology 3. Thoughts 4. Behaviours
Emotions
- 4 components related to emotion
affect: positive or negative feelings
physiology: heart rate, galvanic skin response, brain activity
thoughts: cognitions that change feelings or feelings that change cognitions
behaviours: how we communicate, our goals and motivations, how we approach them
Emotions
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Emotions
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Theories of Emotional Development
Discrete Emotions Theory
• Izard & Malatesta, 1987
• Basic emotions are inborn products of evolution
• Each emotion is accompanied by a specific
facial reaction
• Emotions are apparent very early in life
Functionalist Perspective
• Barrett & Campos, 1987
• No discrete emotions in infancy – global experiences
• Purpose of emotions is to influence behaviours to promote action toward goals
• Children learn to adapt emotions to their
environments
• Emotions emerge with age
Theories of Emotional Development
-Discrete: emerge according to maturation timeline
basic emotions not preceded by global affective states
hardwired to emerge at certain times in development
emotions become part of schema
baby has to make cognitive links between situations that elicit emotion and the emotion itself
Functionalist: e.g. overall excitement
get us to do things
takes infants time to learn that emotions can influence the world around them
as they age, expressions become more associated with specific emotions
Theories of Emotional Development
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Theories of Emotional Development
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Theories of Emotional Development
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Primary (Basic) Emotions
– At birth •Interest, contentment, disgust, distress – At 2 to 7 months •Joy, surprise, anger, fear, sadness – Deep biological roots – Cognitive development is necessary
Primary (Basic) Emotions
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Primary (Basic) Emotions
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Primary (Basic) Emotions
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Primary (Basic) Emotions
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Development of Positive Emotions:
Happiness
• First show contentment through smiles in response to soothing stimuli – Reflexive responses to tension release • At 6 to 10 weeks show social smiles • At 3 to 6 months show big smiles – Share positive affect • At 6 to 7 months discriminate recipients and use smiles to share or prolong positive interactions
Development of Positive Emotions:
Happiness
-gently rocked, skin stroked, soft voice
smiles can be shown even when sleeping
first showing of happiness
social smiles: interactions with caregivers
big smiles: smile when caregivers are smiling
6-7 months: learn who they’re smiling at
reserve biggest smiles for those they know well
to keep familiar people around
Development of Positive Emotions:
Happiness
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Development of Positive Emotions:
Happiness
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Development of Positive Emotions:
Happiness
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Interest
-alert and attentive presented right at birth relaxed interest: no sign of tension curious or wide-eyed wonder most common expression excited interest or knit-brow interest forehead muscles contracted interactions with mothers and fathers form of intense focus interest with lip roll maybe regulate emotions, but unclear function
Interest
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Interest
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Joy
-responses are indicative of age
wide range of stimuli that baby can respond with joy to
early in life response tied to physical stimuli
multi-sensory stimulation
later in life, more tied to events
Joy
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Joy
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Surprise
-rarely seen in very young infants
little is known because it doesn’t always consistently occur where you think they’ll be surprised
mostly not surprised with jack in the box
quickly resolves into another emotion - either interest, smiling or negative emotion
Surprise
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Surprise
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Development of Negative Emotions
• First show generalized distress to discomfort
• Over first 6 months show increased anger and
sadness
• Fear develops the latest of the primary
emotions – 6 to 8 months
– Stranger anxiety (peaks at 8 to 10 months)
– Separation anxiety (peaks at 14-18 months)
Development of Negative Emotions
distress to hunger or pain
red-faced anger when they don’t have control over toys
learning and cognitive development increase experience
both anxiety peak after 8 months
stranger anxiety: distressed and seek comfort of caregiver when with someone unfamiliar
they have to first develop bond with caregiver or else everyone’s a stranger
separation anxiety: when can’t see mom or anticipate mom is leaving
when very young, primary caregivers more intuned to the baby’s needs
views: apprehensive to new people and when mom leaves is that it signals danger (evolutinary)
or infants don’t like it when they can’t explain it in they’re minds, it is an unpredicatable situation in their mind (cognitive developmental)
depends on temperament and attachment to caregiver
Development of Negative Emotions
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Development of Negative Emotions
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Anger
most common negative expression
anger cry face rarely occurs in infants without other negative emotions - blends
prototypic anger face is rare - may be before interaction
anger/sadness blend: when interacting with mother
increases with age
Anger
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Anger
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Sadness
still face paradigm: reliably creates sadness
can’t elicit positive response from caregivers
model for when mothers experience depression
extremely responsive to social interactions
Sadness
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Sadness
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Fear
last primary emotion to emerge
requires cognitive development to appraise environment and people as different, confusing or dangerous
Prototypic fear vs. fear/surprise blend
Fear
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Fear
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Secondary (Complex) Emotions
• Embarrassment, shame, guilt, envy, and pride
• Self-conscious emotions
• Emerge 2-3 years of age
– Self-recognition
– Awareness of rules or standards for judging conduct
• Subject to parental influence
Secondary (Complex) Emotions
damage to or enhancement of the self
need to be able to recognize self as separate entity and know what’s expected in a given situation
e.g. “watch me”, “i did it”, “i’m bad at this”
mothers who were critical, children had showed more pride after success and shame after failure
more praising mother, children felt more pride after success and less shame after failure
show more of these emotions when parents watch them
only as school age do they show internalization of self-conscious emotions
Secondary (Complex) Emotions
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Secondary (Complex) Emotions
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Development of Children’s Understanding of Emotions
• Recognize emotions in sounds at birth
• Preference for photos of happy faces at 3 months
• React appropriately to emotions at 3 to 7 months
• Use social referencing at 7 to 10 months
– Acquire knowledge this way
• Before age 3 - fail to label others’ expressions or
use “happy” to describe most emotions
• Between ages 3 and 4 begin to use “sad” or “mad”
for negative emotions
• Between ages 4 and 5 begin to use “scared”
Development of Children’s Understanding of Emotions
at birth respond to other infants crying by crying
show happiness in response to high pitched tones they hear from parents
pay more attention to baby talk
understanding of emotions develops during preschool and school age
can become joyful for happy expressions and sad to sad expressions
social referencing: using others’ emotional expression to get information on ambiguous situations
becomes more common with age
infants and toddlers bad at labelling other’s emotion - maybe haven’t acquired the vocabulary
fear is latest of emotional description to develop
even 5 year olds rarely use words such as surprised, pride, disgust until school grade
Development of Children’s Understanding of Emotions
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Development of Children’s Understanding of Emotions
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Development of Children’s Understanding of Emotions
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Measuring Ability to Understand Emotions
Short stories with pictures, ask children to describe or pick a
face showing how the character feels
1. During the preschool period – rapid learning about the
causes of primary emotions
2. It takes much longer (even into middle school) to learn to
recognize complex emotions
Measuring Ability to Understand Emotions
by age 3, learn to recognize girl at bday party is happy
by 4, learn that boy who lost dog is sad
by school age, learn that girl is scared because she is lost in the grocery store
Measuring Ability to Understand Emotions
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Measuring Ability to Understand Emotions
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Emotion Regulation
The process of adjusting one’s emotions to
appropriate levels of intensity in order to
accomplish goals
Affect: Calm, dampened anger
Thought: “This is not a big deal, he is just in a bad mood”
Physiology: Slow, deep breaths
Behaviour: No harsh words or angry facial
expressions, argument resolved
Affect: Angry, aggressive
Thought: “He’s doing this on purpose to hurt me!”
Physiology: Increased heat rate, temperature
Behaviour: Hurtful language, angry facial expression,
aggressive behaviour, argument esca
Emotion Regulation
no linear process in regulation
able to regulate depending on 4 components - affect, physiology, behaviour, thought
young children aren’t able to change 1 of these components, so they don’t have the skill to regulate yet
Emotion Regulation
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Emotion Regulation
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Emotion Regulation
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Emotion Regulation
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Development of Emotion Regulation
• During first year emotion regulation is mainly done
by parents, but starts to increase at 6 months
– Girls better at emotion regulation than boys
• By age 18 to 24 months try to control others that
upset them
• 2 to 5 years – conversations about emotions
(causes, consequences) with parents
– Help children develop strategies
• Distraction from uncontrollable stressors
• Helping child understand situation
Development of Emotion Regulation
soothe them, pacifiers, rock them, address needs
early on, need to have some amount of time where infants pacify themselves
after 6 months, important to learn how to pacify themselves
naturally learn to avoid negative situations or other strategies to pacify selves
baby girls quicker to try to self regulate
baby boys more likely to get caregiver to pacify them
by 18-24: use distraction
2-5 years - conversations hugely important
emotion dialogue is a big component
learn how to reappraise the situation
point out things that they don’t like children doing
Development of Emotion Regulation
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Development of Emotion Regulation
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Development of Emotion Regulation
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Development of Emotion Regulation
• Emotional display rules are culturally defined rules that specify when and which emotions should or should not be expressed – continue to develop throughout grade school years
Development of Emotion Regulation
6/7 - girls more better due to gender socialization
more pressure to act more appropriately for girls
research done in context of NA
stronger and more clearly emotional display rules in Japan
End Goal: Emotional Competence!
Three components of emotional competence:
1. Emotion expression
2. Emotion knowledge
3. Emotion regulation
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Denham et al. (2003)
– Assessed the three components in 3- to 4-year-olds
– Measured the children’s social competence in preschool
and again in kindergarten
– Results:
• •
In preschool:
– Emotion expression relates to better knowledge and regulation
– BUT only emotion regulation predicts greater social competence
In kindergarten:
– Emotion knowledge and emotion expression predict greater social competence, more than emotion regulation
End Goal: Emotional Competence!
expression: frequently expressing positive and infrequently expressing negative emotions
knowledge: identify others’ feelings as well as events that lead to emotions
regulation: adjust experiences and expression to achieve goals
how emotional competence related to social competence (to maintain positive relationships with others)
all 3 aspects are important predictors of social components
different components play more or less of a role at different ages
What is Temperament?
• Rothbart and Dayberry (1981) – “Constitutionally based individual
differences in reactivity and self-regulation”
• Personality traits – patterns of thoughts, emotions, and behaviour that
are products of our experiences, and show consistency across
situations and stability over time
– Temperament traits are a subset of personality
– Temperament is emotional, motor, and attentional tendencies and
regulative capacities
– Temperament does not include specific thoughts, like concepts
about the self and others
• Seen very early in life
– Earliest individual differences in personality
• Can also be present in nonhuman animals
What is Temperament?
reactivity: how reactive are we? how intense is it? how long till we calm down?
biological basis
self-regulation: do we approach or avoid things?
ability to control actions
personality: more widely known than temperament
personality represents projections of temperament
influences development of personality
What is Temperament?
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What is Temperament?
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What is Temperament?
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Think about This…
• A person is described as “impulsive” and
“arrogant”
– Which is temperament and which is personality?
• Impulsive = temperament
• Arrogant = personality
– Why?
① Only impulsivity is present in infants
② Only impulsivity is present in nonhuman animals
③ Only arrogance is a product of experience
④ Only arrogance is related to specific thoughts
Think about This…
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Think about This…
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Think about This…
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History of Temperament
Latin temperamentum – mixture (of the bodily humors)
• Vindician’s (4th century AD) fourfold typology: – Melancholic person = moody, fear, sadness
black bile
– Choleric person = touchy, aggressive, active
yellow bile
– Sanguine person = sociable, easygoing
blood
– Phlegmatic person = calm, even tempered
phlegm
• Galen (2nd century AD) - “The nature of the soul is not the
same for all”
• Wundt (1903) – typologies abandoned for basic dimensions
(strength, speed of change of feelings)
History of Temperament
-hypocratic bodily humors consistent patterns in behaviours and emotions linked to human physiology related to psychopathology dimensions of individual variability strength of feelings
History of Temperament
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History of Temperament
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History of Temperament
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Temperament Research in the Early 20th Century
Britain Eastern Europe
• Pavlov’s laboratory (1935)
• Studied dogs’ conditioning ability and proneness to
experimental neurosis
• “They never fully adapt themselves to the conditions
of life, are easily broken, often and quickly become ill or neurotic” Pavlov (1935)
Value judgements!
• Webb (1915) – had observers rate college students on 39
qualities
• Organized into broad factors
• Burt (1938) – emotional instability vs. stability, extraversion-introversion
• Eysenck (1947) – proposed physiological basis for
temperament
• Said that introverted people are more reliable
than extraverts
Temperament Research in the Early 20th Century
-factor analysis of survey data to see correlations
create higher order factors
physiology: limbic system functioning
eastern europe:
pavlov: experimental neurosis
when required dog to make difficult distinctions
pavlov made value judgements based on temperament
they are seen even in modern day research
Temperament Research in the Early 20th Century
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Temperament Research in the Early 20th Century
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Temperament Research in the Early 20th Century
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Temperament Research in the Early 20th Century
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Temperament Research in the Early 20th Century
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The New York Longitudinal Study
• Thomas, Chess, Birch, Hertzig, and Korn, 1963 –Children are different from each other from infancy –Children are active agents in their own development – Sometimes a child’s temperament makes parenting difficult
The New York Longitudinal Study
-wasn’t until 63 ppl used temperament
- children’s primary reaction models
children influence parents depending on temperament
The New York Longitudinal Study
looked at setting + reaction wrote it out in cue cards 9 dimensions of temperament 1. level and frequency of motor activity 2. rythmicity: regularity, more predictable 3. tendency to approach or withdraw 4. how easily can get child to behave 5. threshold for getting reaction 7. how pleasant, joyful vs unfriendly 8. how much external environment distracts them 9. how long they spend on activities
The New York Longitudinal Study
5 of 9 dimensions to categorize patterns of temperament from analysis Easy: regular in routines Difficult: hard to figure them out not 100% your fault as a parent Slow-to-warm up: half and half other 35% are hard to categorize labels are easy to understand and how ppl usually describe children
The New York Longitudinal Study
• Extensive interviews of 22 parents of 3- to 6-
month-old infants
– Asked about infants’ reactions in everyday situations
• e.g., feeding, diaper changing, playing, bathing
• Later added 119 more families
Interviewer: “What did the baby do the first time he was given cereal?”
Parent: “He couldn’t stand it…”
Interviewer: “What makes you think he disliked it? What did he do?”
Parent: “He spit it out and when another spoonful was offered he turned his
head to the side.”
The New York Longitudinal Study
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The New York Longitudinal Study
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The New York Longitudinal Study
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The New York Longitudinal Study
• Performed a content analysis, 9 categories emerged:
- Activity level
- Rhythmicity
- Approach versus withdrawal
- Adaptability
- Threshold
- Intensity
- Mood
- Distractibility
- Attention span/persistence
The New York Longitudinal Study
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The New York Longitudinal Study
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The New York Longitudinal Study
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The New York Longitudinal Study
• “Easy” infants (40%) – High in approach, mostly positive mood, adaptable to change, not intense, regular • “Difficult” infants (10%) – High in withdrawal, mostly negative mood, inadaptable to change, intense, irregular • “Slow-to-warm-up” infants (15%) – Withdraw at first but then approach, sometimes moody, adaptable to change if given time, mild intensity, sometimes irregular
The New York Longitudinal Study
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The New York Longitudinal Study
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The New York Longitudinal Study
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Goodness of Fit
• Chess and Thomas (1986)
– “When the child’s capacities, motivations, and
temperament are adequate to master the demands,
expectations, and opportunities of the environment”
– Does not mean that the child’s temperament has to
match the parent’s temperament
• Roy – “a highly distractible child”
– Easy to soothe as an infant
– Unreliable and forgetful as a child
– Mother nags Roy, Roy tunes her out
– Parents unable to see continuity in Roy’s temperament
from infancy to now
Goodness of Fit
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Goodness of Fit
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Goodness of Fit
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Goodness of Fit
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Criticisms of the “Difficult” Label
- Difficult for whom?
- Same behaviour can be “easy” or “difficult” at
different ages - Attaches negative label to child
- Perceptions of “difficult” vary by culture
- Some “difficult” dimensions predict positive child
outcomes - Inconsistency of measurement of difficulty
- Most children are not “difficult” across every
aspect of temperament
Criticisms of the “Difficult” Label
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Criticisms of the “Difficult” Label
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Criticisms of the “Difficult” Label
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Criticisms of the “Difficult” Label
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Differential Susceptibility
Pluess and Belsky (2010) – Used the NYLS definition of “difficult” temperament, assessed 1,364 6-month-old infants – Looked at children’s outcomes (reading, vocabulary, work habits, math, social skills, beha Parenting quality (maternal sensitivity) and quality of child care environment are important influences on child outcomes, but depends on temperament!
Differential Susceptibility
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Differential Susceptibility
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Differential Susceptibility
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Rothbart (1981) Revises the NYLS Dimensions
• Questioned Thomas and Chess’s (1977) definition of
temperament as “style”
– Intensity, threshold, adaptability, and rhythmicity not consistent
across situations and responses
• More biological view of temperament
• Temperament dimensions go beyond style to include the
“what” and “why” of behaviour
• Developed the Infant Behavior Questionnaire (IBQ) and the
Child Behavior Questionnaire (CBQ)
CBQ Factors
1. Surgency
2. Negative affectivity (negative reactivity in infants)
3. Effortful control (orienting/regulation in infants)
Rothbart (1981) Revises the NYLS Dimensions
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Rothbart (1981) Revises the NYLS Dimensions
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Rothbart (1981) Revises the NYLS Dimensions
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Rothbart (1981) Revises the NYLS Dimensions
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Surgency
Appearance around 2-3 months • Tendency toward positive emotions • Rapid approach to potential rewards • High activity level, similar to extraversion in adults • Become “revved up” at the sight of something interesting
Surgency
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Surgency
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Surgency
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Surgency
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Negative Emotionality
Fearful • Appearance around 6 months • Slowed approach, inhibition, or withdrawal from new, intense, or unpredictable stimuli Anger/Frustration: • Appearance around 2 months • Distress in response to aims/expectations being blocked or limited
Negative Emotionality
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Negative Emotionality
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Negative Emotionality
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Negative Emotionality
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Effortful Control
• Develops rapidly from ages 2 to 7
• The ability to inhibit a dominant response
(inhibitory control) in order to perform a
subdominant response
– Focused and controlled attention
– Suppression of inappropriate responses
– Planning
• Controlling one’s actions, emotions, and
attention (self-control)
Effortful Control
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Effortful Control
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Effortful Control
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Effortful Control
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Stability of Temperament Across Time
Adult Temperament Questionnaire Factors Big Five Personality Theory Traits Negative affect Neuroticism Effortful control Conscientiousness Surgency Extraversion Orienting sensitivity Openness to experience Affiliation Agreeableness
Stability of Temperament Across Time
Most change occurs between ages 20-40 • Increases in agreeableness, conscientiousness, and openness • Decreases in neuroticism • Maturity: – Positive thoughts about self and others – Aware of and open to experiences – View of self as significant – Recognize and accept strengths and weaknesses in self and others – Recognize values as important and live congruently with values – Assume responsibility for self and others
Stability of Temperament Across Time
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Stability of Temperament Across Time
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Stability of Temperament Across Time
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Stability of Temperament Across Time
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Stability of Temperament Across Time
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Temperament and Psychopathology
Shyness Anger/ Frustration Fear Effortful control INTERNALIZING DISORDERS Affiliation High-intensity pleasure EXTERNALIZING DISORDERS
Temperament and Psychopathology
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Temperament and Psychopathology
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Temperament and Psychopathology
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Temperament and Psychopathology
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Marshmallow Study
Preschool children given the choice to get a reward immediately or wait for a more preferred reward Spontaneous thoughts/strategies Suggested thoughts/ strategies (distractions from rewards) Reward exposed Reward hidden Typically longest delay
Marshmallow Study
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Marshmallow Study
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Marshmallow Study
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Marshmallow Study
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Marshmallow Study
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Marshmallow Study
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