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
How is meta-representation measured?
rouge-on-the-nose experiment
What is required for emotional development?
cognition e.g. consciousness
Name the 2 categories of emotions
- primary
- self-conscious emotions
a. self-conscious
b. self-conscious evaluative emotions
Self-consciousness
Ability to experience ourself, that children acquire at 1.5 years of age
Internal attribution vs external attribution
If event results from own action – Internal attribution.
If event results from something else – External attribution
Name the 2 steps in self-evaluation
- child decides whether event results from own action (internal vs external)
- child determines whether success or failure is global or specific
Global attributions vs specific attributions
Global attributions – Child focuses on total self (= I am bad/good).
-> Results in thinking of nothing but self – Child might become confused/speechless is evaluation is negative.
Specific attributions – Child focuses on specific actions, so the behavior is judged rather than the whole self.
Social referencing
Ability to use others’ expressions and actions as information about environmental events.
Detection (when appear)
Ability to detect cues specifying one’s emotion. It can be in expressions (birth to 4 months)
Discrimination (when appear)
Ability to tell difference among two or more stimulus objects or events using detected information (few months after birth)
Recognition (when appear)
Occurs in cases in which emotional expression has meaning for infant, like a communicative signal (after 7 months)s
Display rules
social group’s informal norms about when, where, and how much one should show emotions and when and where displays of emotion should be suppressed or masked
Assesment
record what they say about emotions in their everyday conversations/ask them to discuss and explain others’ emotions
Discuss the potential 7th dimension of infant temperament
Agreeableness/Adaptability
-> Exhibition of positive emotions and behaviors towards others (agreeableness) and ability to adjust to specific conditions (adaptability).
Discuss the role of family and culture in individual differences in emotion regulation (i.e. temperament)
family- high levels of positive emotion at home are associated with favourable outcomes for children whereas high levels of negative emotion and punitive reactions to children’s displays of negative emotion are linked to negative developmental outcomes
culture- there are cultural differences in beliefs about what emotions are valued and when emotions should be expressed
Majority of emotional life emerges over the ___ ___ years of life
first 3
What is required for emotional development?
cognition i.e. consciousness
Name 7 primary emotions
surprise, interest, joy, anger, sadness, fear, disgust
When do the 7 primary emotions emerge?
first 6 months
Name 3 self conscious emotions
empathy, jealousy, exposure embarassment
When do the 3 self conscious emotions evole?
along with consciousness at 1.5 years
What do children need to EXPERIENCE emotion?
consciousness
Name 5 self conscious evaluative emotions
shame, pride, guilt, hubris, evaluative embarassment
When do self conscious evaluative emotions emerge?
2.5 years
Shame is a ___ attribution while guilt is a ___ attribution. Shame is associated with ___ cultures and guilt with ____ cultures
global, specific, collectivisitc, individualistic
Pride is a __ attribution while hubris is a ___ attirbution (specific and global)
specific, global
Evaluative emotion is a ___ attribution
global
Q-sort/methodology
research method to study people’s “subjectivity” i.e. their viewpoint, looks for correlations between subjects across a sample of variables
To understand the self conscious emotions one must understand….
another’s perspective
Before children are able to discriminate emotions they need to be able to recognize them. True or false?
false
When do children start using social referencing?
9-10 months
