Task 5: Laughing and Crying Flashcards
Emotional intelligence
a set of abilities that contribute to competence in social and emotional domains.
Emotion
characterized by neural and physiological responses, subjective feelings, cognitions related to those feelings and the desire to act, including escape, approach or change people/things in environment
Differential/discrete emotions theory
theory about emotions in which they are viewed as innate and discrete from one another from very early in life, and each emotion is believed to be packaged with a specific and distinctive set of bodily and facial reactions
Functionalist approach theory
Theory of emotion that argues that basic function of emotions is to promote action toward achieving a goal. Here, emotions are not discrete from one another and vary somewhat based on social environment.
Dynamic systems theory
Novel forms of functioning arise through spontaneous coordination of components interacting repeatedly.
-> Cognitions, emotional feelings and neural events link together with each occasion to form a coherent ‘emotional interpretation’.
Name 3 theories on nature and emergence of emotion
- differential/discrete emotions theory
- functionalist approach
- dynamic-systems theory
What is the first emotion present in infants?
joy
Social smiles
- define
- what month
smiles directed at people
- 3rd month
What is the first negative emotion displayed in infants? How is evoked?
generalized distress
-> hunger, pain (over stimulation)
Regulation of emotions
Process of initiating, inhibiting, or modulating internal feeling states and related physiological processes, cognitions and behaviors
What kind of function do emotions have?
regulatory function because they affect nature of child’s thoughts and behaviors in specific situations.
Name the age-related patterns of change in relation to the development of emotional regulation
- transition from infant’s relying on others to regulate emotions to them being able to self-regulate in early childhood
- increasing use of cognitive strategies and planful problem solving to control negative emotions
- increasing selection and use of appropriate, effective regulating strategies
Temperament
Constitutionally based individual differences in emotional, motor and attentional reactivity and self-regulation that demonstrate consistency across situations, as well as relative stability over time
Discuss why temperament is a combination of both genetic and environmental (prenatal and postnatal) factors in relation to nature and nurture
Nurture – Temperament also refers to neural development, hormonal responding, that can be affected by nutritional deficiencies, maternal stress, exposure to drugs, premature birth, maternal insensitivity or child abuse during early years of life.
Nature – Temperament also refers to genetically inherited characteristics
Classify babies in terms of temperament
Easy babies – Adjust to new situations, establish daily routines and are cheerful in mood and easy to calm.
Difficult babies – Slow to adjust to new situations, react negatively to novel stimuli/events, irregular in daily routines and bodily functions.
Slow-to-warm babies – Difficult at first but easier over time, as the contact with new objects/people/situations increases.
Discuss the following 6 dimensions of infant temperament
- fearful distress/inhibition
- irritable distress
- attention span and persistence
- activity level
- positive effects/approach
- rhythmicity
- Fearful distress/inhibition – Duration of distress and withdrawal in new situations.
- Irritable distress – Anger and frustration if child is not allowed to do what he/she wants to.
- Attention span and persistence – Duration of orienting toward objects/events of interest.
- Activity level – How much infant moves.
- Positive effects/approach – Degree to which child smiles, laughs and approaches people, and is cooperative and manageable.
- Rhythmicity – Regularity and predictability of child’s bodily functions (= eating and sleeping).
Discuss differential suspectibility and differentiate between the effect of a stressful vs supportive environment
Differential susceptibility – ‘For better or for worse’ pattern that occurs because aspect of temperament and behavior that are adaptive for survival vary across positive and negative social contexts.
- Stressful environment – Children express negative emotions to obtain attention and vital resources needed for survival.
- Supportive environment – Children are more sensitive to parents’ attempts to socialize positive behaviors.
Behavioural inhibition
Temperamentally based style of responding characterized by tendency to be particularly fearful and restrained when dealing with novel or stressful situations. Children are more prone to have problems such as anxiety, depression and social withdrawal at older ages.
Goodness of fit
- differentiate between children with a difficult temperament and children prone to negative emotions
How children adjust also depends on the degree to which an individual’s temperament is compatible with demands and expectations of his or her social environment
- difficult temperament: have better adjustment if they receive supportive and consistent parenting
- prone to negative emotions: more likely to have behavioural problems like aggression if exposed to hostile parenting
Meta-representation
It means a representation or understanding of oneself and is the most important cognition to the development of human emotions
