Quiz 11(lecture 16/ch.10) Flashcards
emotion
essential for survival
always present
inferred
reaction to external stimuli
functional–> makes us do something
cognitive appraisal
amygdala
emotional attention and learning
basic structure present at birth
volumetric growth completed by age 4 in girls
pre-frontal cortex
coordinations of amygdala inputs
emotion regulation
basic emotions
universal to humans and other primates
happiness, interest, surprise, fear, anger, sadness, disgust
secure base
infants use familiar caregiver
point from which to explore
self-conscious emotions
involve injury to or enhancement of our sense of self
emotional self-regulation
strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals
problem centered coping
children appraise the situation as changeable, identify the difficulty and decide what to do about it
emotion centered coping
internal private and aimed at controlling distress when little can be done about an outcome
emotional display rules
specify when where and how it is appropriate to express emotions
social referencing
relying on another person’s emotional reaction to appraise an uncertain situation
prosocial behavior
actions that benefit another person without any expected reward for the self
temperment
early appearing stable individual differences in reactivity and self-regulation
an animal’s tendency to respond in characteristic and predictable ways
emotionality, sociability, activity levle, soothablilty, inhibitory control
types of temperments
easy child
- 40%
- easy tempered
- positive
- open and adaptable to novelty
- habits regular and predictable
difficult child
- 10%
- active
- irritable
- vigorous to novelty
- slow to adapt
slow-to warm up
- 15%
- inactive
- moody
- slow to adapt
- respond to novelty in mildly negative ways
effortful control
self regulatory dimension of temperament
capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response
inhibited children
shy
react negatively to and withdraw from novel stimuli
uninhibited children
sociable
display positive emotion to and approach novel stimuli
goodness- of fit model
explain how temperament and environment together can produce favorable outcomes
creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning
stability of temperament
show fair stability throughout lifetime
continutity across time–> remain the same across years of life
driven by extremes
continuity across time
heterotypic continuity
phenotypes differ from infancy to adulthood BUT still common denominator –> amygdala hyperactivity
inhibited temperment in infnacy –> aniety in childhood/adolescence
kluver bucy syndrome
bilateral removal of temporal cortex in monkeys
drastic change in behavior, flat, falling social standing
heterotypic continuity
adults inhibited in infancy –> in adulthood have hyper-active amygdala
cultural meaning
results are not generalizable to other cultures
china for example: inhibited children do better in society–> more of a collective vs. individualistic society
development of self regulation
parents help regulate emotional arousal by controlling their exposure to stimulating events
6 months–> avert gaze, self soothing sterotypies
1-2 yrs–> calming objects or people to distract from sources of distress
social referencing
visual cliff/social referencing
if mom gives happy face–> infant will likely cross
if mom gives angry face–> less likely to cross
