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Development > Task 5 Laughing and crying > Flashcards

Task 5 Laughing and crying Flashcards

1
Q

define emotion

A

Emotion is characterized by neural and physiological response, subjective feelings, cognitions related to those feelings and the desire to act including escape, approach or change people/ things in environment

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2
Q

define emotional intelligence

A

Emotional intelligence is a set of abilities that contribute to competence in social and emotional domains

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3
Q

Name 3 theories on nature and emergence of emotion

A
  1. Differential/ Discrete emotion theory
  2. Functionalist approach
  3. Dynamic-systems theory
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4
Q

What is the Differential /Discrete emotions theory about?

A

The theory is 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.

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5
Q

What do functional approaches argue?

A

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.

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6
Q

What does the Dynamic-system theory argue?

A

The Dynamic-System theory argues that 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

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7
Q

What is the first negative emotion in newborn infants?

A

First negative emotion in newborn infants is generalized distress, evoked by experiences ranging from hunger and pain, to overstimulation.

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8
Q

define meta-representation

How is it measured?

A

Meta-representation describes a representation or understanding of oneself and is the most important cognition to the development of human emotions
It is measured by observing if infants/toddlers recognize themselves in mirrors

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9
Q

According to the model of emotional development, which emotions appear during the first 6 month of an infant?

A

Primary emotions appear and are first to emerge (= surprise, interest, joy, anger, sadness, fear, disgust)

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10
Q

According to the model of emotional development, which emotions emerge at 1 1/2 years of an infant?

A

Consciousness emerges, giving rise to first set of self-conscious emotions (= envy and empathy)

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11
Q

According to the model of emotional development, which emotions emerge at 2 1/2 years?

A

Child acquires and is able to use societal standards and rules in order to evaluate behavior, giving rise to self-conscious evaluative emotions (= shame, pride and guilt)

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12
Q

Name 6 early/ primary emotions

A
  1. Joy
  2. Sadness
  3. Disgust
  4. Anger
  5. Surprise
  6. Fearfulness
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13
Q

By 3 month infants emerge joy; how can you recognize this development?

A

o Infants start to Smile (meaningful); it becomes more associated with pleasant events
o show excitement and happiness when confronted with familiar events

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14
Q

With 3 month infants emerge sadness; where/ how do they show it?

A

 Especially around withdrawal of positive stimulus events

E.g. infants show sadness when their mothers stop interacting with them

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15
Q

With 3 month infants emerge disgust; how it is shown?

A

Disgust face is a defensive reflex to help get rid of food that does not taste/smell good to infant

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16
Q

Anger emerge between 4-6 months; how it is shown?

A

adaptive – anger is thought to be both facial and motor response designed to overcome obstacle (Hürden)
Especially when prevented from moving; when their hands and arms are pinned down
Means-ends knowledge available as it is a response whose function is to overcome a barrier blocking a goal
Reflects child’s early knowledge relative to its ability

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17
Q

Surprise appears in first 6 month of life; how it is shown?

A

Can be seen when there is a violation of expected events or as response to discovery as in an “aha” experience

Reflects insight

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18
Q

Fearfulness emerges between 6 and 8 months; how it is shown?

A

Reflects further cognitive development

Doesn’t emerge until comparison ability appears (have to compare event that causes fearfulness to another event – e.g. familiar to unfamiliar face)

Separation anxiety -feeling of distress that children experience when they are separated from individuals to whom they are emotionally attached

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19
Q

Self-consciousness is the ability to..

A

Self-Consciousness is the ability ti experience our self, that children emerges with 1 1/2 years

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20
Q

Emotional experiences require that the child knows..

A

Emotional experiences required that the child knows it is having the emotional state

“I’m happy” = I have an internal state (happiness) + I perceive that internal state of myself

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21
Q

Explain the rouge on the nose test

A

put red dot on child’s nose, put it in front of the mirror & see whether it touches the mirror or its own nose

By 15 months they touch their own nose (24 the latest) –> self-recognition

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22
Q

Name 3 self-conscious emotions which develop by 3 years of age

A
  1. Empathy
  2. Jealousy
  3. Exposure embarrassment
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23
Q

Define the self-conscious emotion of empathy

A
  • Requires sense of self and consciousness.
  • Ability to put yourself in the role of another.
  • Studies show that only after gaining ability to
    recognize oneself in mirror, we are able to show empathy on faces and actions
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24
Q

define the self-conscious emotion of jealousy

A
  • Requires sense of self and consciousness
  • Emotion associated with wanting for the self
    what someone else has
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25
Q

define the self-conscious emotion of exposure embarrassment

A
  • Requires sense of self and consciousness
  • Does not have to be associated with negative
    self-evaluation of the self (like shame)
  • Results from compliments, being looked at or
    pointed at
26
Q

There are a few cognitive skills required in order for children to evaluate themselves
Name 3 of them

A
  1. Children have to absorb a set of standards, rules and goals
  2. Children have to have a sense of self
  3. Children have to be able to evaluate the self with regard to those standards, rules and goals and make determination of success or failure
27
Q

Explain the firs step in self-evaluation “child decides whether particular event results from their own action” in more detail

A

If event results from own action =Internal attribution

If event results from something else= External attribution – Child goes to next step of evaluation

Inclination to make internal/external attribution depends on situation and child’s own characteristics

Gender difference – Boys more apt to make internal attributions for success and external for failure, while girls do the opposite

28
Q

Explain the second step in self-evaluation “chid determine whether success or failure is global or specific” in more detail:
define Global and specific attributions

A

Producing inaccurate or unique evaluations are influenced by early failures in the self system, leading to narcissistic disorders, harsh socialization experience and high levels of reward for success or punishment for failure

Global attributions – come about when the child is inclined to focus on the total self (e.g. I’m good/bad)

  • Results in thinking of nothing else but the self
  • If the global evaluation is negative, a child becomes confused and speechless; its unable to act ad is driven away from action, wanting to hide or disappear

Specific attributions – focus on specific actions/ behaviour of self in specific sitch (e.g. I’ve done something wrong)
- In this case a particular behavior is judged

29
Q

Name 2 steps in self-evaluation

A
  1. decide whether a particular event is the result of their own action
  2. determine whether success or failure is global or specific
30
Q

Name 5 evaluative emotions

A
  1. shame
  2. guilt
  3. hubris
  4. pride
  5. evaluative embarrassment
31
Q

Explain the emotion of shame in more detail

A

Results when child judges actions as failure in regard to standards, rules and goals and then makes global attribution.

Produced by person’s interpretation of event.

Negative and painful state that disrupts ongoing behavior, causing confusion in thought and inability to speak

Child will attempt to hide or disappear when
ashamed

subject & object are fused

32
Q

explain the emotion of guilt in more detail

A

Results from specific attribution.

Produced when child evaluates behavior as failure but focuses on specific features of self that led to failure (=regret)

Therefore, not as painful as shame.

Associated with corrective action child can take to
repair failure and prevent from happening

subject and object are separated

33
Q

explain the emotion of hubris (Selbstüberschätzung) in more detail

A
  • Global emotion that follows a positive assessment of an action, it applies to a child’s entire self
  • Children are described as narcissistic and have difficulty in interpersonal relationships.
  • Generated by non-specific action – Children end up seeking out and inventing situations to repeat this emotional state

subject and object are fused

34
Q

explain the emotion of pride (Stolz) in more detail

A

Specific emotion that follows positive assessment of action (it can be joy)
– Focus of pleasure is specific and behavior-related.

Pride associated with particular action – Children can reproduce the emotion

Subject and object are separated

35
Q

Explain the emotion of evaluative embarrassment in more detail

A

Embarrassment as a consequence of evaluation of one’s actions, closely related to shame (less intense, though)

Children adopt avoidance posture

Failures associated with less important/central
standards, rules and goals result in this emotion

36
Q

define social referencing

A

Social referencing is the ability to use others’ expressions and actions as information about environmental events

When infants show this ability, they can use emotional expressions of another to modify their own behavior

37
Q

Name 2 self-conscious evaluative emotions which make global attributions

A

shame and hubris

38
Q

Name 2 self-conscious evaluative emotions which make specific attributions

A

guilt and pride

39
Q

There are different levels of emotional understanding: what do infants between 3 and 4 months detect?

A

Infants between 3 and 4 months detect autistic acoustic, visual and other sensory information that (to an adult) specifies particular emotions

40
Q

There are different levels of emotional understanding: what are infants between 4 and 5 months are able to do?

A

Infants between 4 and 5 months begin to discriminate among emotional expressions (facial and vocal combination) earlier than either of the two alone

41
Q

There are different levels of emotional understanding: what are infants by 7 month are able to do?

A

Infants by 7 month begin to recognize emotional expressions (they treat other’s expressions as meaningful)

42
Q

There are different levels of emotional understanding: what are infants about 9 to 10 months are able to do?

A

Infants about 9 to 10 months show social referencing.
Infants recognize affective tenor of another’s expressions and gestures and relates those behavior to another environmental event = ability to use emotional expressions of another to modify their own behavior

43
Q

Name 3 taxonomic categories for facial expressions

A
  1. stimulus configuration
  2. signs of emotion
  3. social signals
44
Q

define stimulus configuration

A

= when information that is important for an adult’s judgement of emotion is detected (by infant) independent of features/ contextual variations not specific to the emotion (facial features only)

45
Q

Infants go through several transitions in their understanding of expressions
name 4

A
  1. detection
  2. discrimination
  3. recognition
  4. social referencing
46
Q

At what age do infants start to detect and what exactly are they doing while detecting?

A

(birth-several months after)

only detect some obvious information that potentially specifies an emotion (sensory system not developed enough)

47
Q

At what age do infants start to discriminate and what exactly are they doing while discriminating?

A

(within a few months after birth)

discriminating is the ability to tell the difference between various emotional expressions

48
Q

At what age do infants start to recognize and what exactly are they doing while recognizing?

A

(7 months)

expression has meaning for the observer and infants perceive expression as communicative signal

49
Q

What is emotional self-regulation?

A

Emotional self-regulation is a complex process of initiating, inhibiting or modulating internal feeling state (and relating physiological processes, cognitions and behaviours)

50
Q

define internal feeling states

A

internal feeling states are subjective experiences of emotions

51
Q

define emotional-related cognitions

A

emotional-related cognitions are thoughts about one’s desire and goals / self-monitoring of one’s state

52
Q

name 3 emotion-related physiological processes

A
  1. heart rate
  2. hormones
  3. neural activation
53
Q

What is emotion-related behavior?

A

Emotion related behavior are actions/ facial expressions which are related to feelings

54
Q

The development of emotional regulation is characterized by three general age-related patterns of change; name those

A
  1. The shift from caregiver regulation to self-regulation
  2. Increasing use of cognitive strategies and planful problem solving to control negative emotions
  3. increasing selection and use of appropriate, effective regulation strategies
55
Q

Name 5 different stages a child goes through by shifting from caregiver regulation to self regulation

A

2-month-old – Parents regulate emotional arousal by soothing or distracting infants.

By 6 months age – Infants reduce distress by unselectively averting their gaze from source of distress.
Self-soothe – Infants can rub or stroke their body repetitively.

9 – 12 months – Children show awareness of adults’ demands and begin regulating themselves accordingly.

Second year (1-year-old) – Children are able to inhibit motor behavior when asked to do so (still limited, though).

By age 3 – 5 years, these abilities have improved considerably and continue to do so in school years and beyond

56
Q

Explain temperament

A

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

57
Q

explain temperament in relation to nature

A

Temperament refers to genetically inherited characteristics.

58
Q

explain temperament in relation to nurture

A

Temperament 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

59
Q

Name 3 classifications of babies in term of temperament

A
  1. easy babies – Adjust to new situations, establish daily routines and are cheerful in mood and easy to calm.
  2. Difficult babies – Slow to adjust to new situations, react negatively to novel stimuli/events, irregular in daily routines and bodily functions.
  3. Slow-to-warm babies – Difficult at first but easier over time, as the contact with new objects/people/situations increases
60
Q

Name 6 dimensions capturing infants temperament

A
  1. Fearful distress/ inhibition =distress & withdrawal and their duration in new situations
  2. Irritable distress
    = fussiness, anger, frustration, especially if child is not allowed to do what he/she wants
  3. Attention span & persistence =duration of orienting toward objects/ events of interest
  4. Activity level
    = amount of movement (e.g. wave arms, kicks)
  5. Positive affect/approach =smiling, laughing, approach to people, degree of cooperativeness and manageability
  6. Rhythmicity
    =regularity & predictability of bodily functions (e.g. eating & sleeping)

Agreeableness/adaptability – positive emotions & behaviours toward others and ability to specific conditions including the needs & desires of others

Development (5 decks)

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