Task 5 Laughing and crying

Question 1

Emotion

Answer 1

1. Neural responses involved in emotion 2. Physiological factors, including heart and breath rate and hormone levels 3. Subjective feelings 4. Cognitions connected to this feeling 5. The desire to take action incl. the desire to escape, approach or change people or things in the environment
   o Can involve expressive behaviour depending on the state of mood

Question 2

Three basic affect systems

Answer 2

joy/pleasure anger/frustration and wariness/fear → these system undergo development in the early year of live

Question 3

Positive emotions

Answer 3

first clear sign is smiling → they are more evoked by a biological reflex than by social interactions
o Between 3 and 8 weeks the infants starts to smile because of external stimuli
o Social smiles: 3 month (early 6-7 weeks) smiles that are directed at people
o At least 2 month infants show happiness in social and non-social context
o 7 months start to smile primarily at familiar persons
o 3-4 months infants start to smile during variety of activities
o Late 1st year cognitive development allows them to take pleasure from unexpected such as Mom is making a funny noise
o 2nd year of live children start to clown around by there selves and are delighted when they can make other people laugh In preschool

Question 4

Fear and distress

Answer 4

o 4 months infants seem to wary of unfamiliar objects
o 6-7 months initial signs of fear start to appear
 Fear of strangers intensify until age of 2 years
 Fear of novel toys and movement start in month 7 and end at about 12-16 months
o Separation anxiety: distress due to separation from the parent who is the childs primary caregiver (8 month increases until 13 or 15 months)

Question 5

Anger and sadness

Answer 5

o anger can be distinct from other negative emotional reactions by 4 to 8 months
o 1 year clearly and frequently express anger often towards other people (increases until 16 months)
o 2 years children become angry when the control is taken over by someone else
o Quicker to respond with physical expression of anger at an age of 18-24 months than they are at 36 months or older
o Decline in expresses sadness from 4-6 years is probably due to expression through language

Question 6

The self-conscious Emotions: Embarrassment, pride, guilt and shame

Answer 6

o Develops during second year of life (due to understanding that they are individuals and create a sense for their self)
o Self-conscious emotion: related to our sense of self and consciousness of others reaction to us
o 15-42 months children start to show embarrassment when they are made the centre of attention
o 3 years pride is linked to their level of performance
o Guilt: associated with the empathy for others and involves feelings of remorse and regret about ones behaviour, as well as the desire to undo the consequences of that behaviour
o Shame: is not related to concerns about others, it mire about themselves. They feel that they are exposed and they often feel like hiding
o Degree of association of guilt feelings with bad or hurtful behaviour increases in the 2nd to 3rd year (stays stable from the 22 month on for th early preschool time)
o Culture: Individual culture (western) express more pride than non-individual cultures

Question 7

emotional development in middle school

Answer 7

acceptance by peers and achieving goals becomes increasingly important, success in these areas leads to pride and happiness

Question 8

emotional development in preschool

Answer 8

 Verbal jokes begin to be funny due to increased understanding
 Imaginary increases so fear for unreal creatures increases to (decreases with sense for reality)
o Over the course of pre-school and early school years become less emotionally intense and negative (until grade 10)

Question 9

1. Early or primary emotions (3 sections)

Answer 9

in the first three months
 Joy (3 months), sadness (3 months), disgust (3 months, appears to get rid of of some food that does not smells or tastes good), anger (4-6 months), fearfulness (6-8 months) and surprise ( 6 months)

Question 10

2. Self-consciousness (3 sections)

Answer 10

18 months

Question 11

3. Self-conscious emotions (3 sections)

Answer 11

: middle of third year, child acquires and is able to use societal standards and rules in order to evaluate their behaviour
 Empathy (needs ability to put yourself in another position), jealousy and exposure to embarrassment (Less intense than shame)
 Self-conscious evaluative emotions:
• First they have to absorb sets of standards, rules and goals to gain a feeling of success and failure
• Deciding If it he result of an invent was caused by them (external/internal)

Question 12

Facial expression and emotions

Answer 12

• 3 month of age infnats start to recognise emotions (happiness, surprise and anger) in facial expressions
• 7 months old infants more emotions are recognisable: fear, sadness and interest
• 2 years skilled in labelling happiness, the ability to label anger fear and sadness increases in the next year or two, recognizing surprise and disgust appears in the late pre-school and early school years. Complex emotions such as pride, shame, and guilt are unrecognizable until mid-elementary school, scope and accuracy develops until adolescence

Question 13

Social referencing (facial expressions)

Answer 13

their use of a parents or other adults facial expression or vocal cues to decide how to deal with novel, ambiguous or possibly threatening situations

Question 14

Understanding why other show certain emotions

Answer 14

develops in late pre-school and school years

Question 15

False emotions

Answer 15

develops at age of 3-6 years
o Display rules: a 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 by displays of other emotions (differences male and female)

Question 16

Differential emotions theory

Answer 16

emotions are viewed as an innate and discrete from one another from very early in life, and each emotion is believed to be packed with a distinctive set of bodily and facial reactions (Nature)

Question 17

Functionalist approach

Answer 17

a theory of emotion that argues that the basic function of emotion is to promote action towards a goal. Emotions are not discrete from one another and vary somewhat based on the social environment (influenced by the values and standards brought to them by their parents)

Question 18

Temperament

Answer 18

constitutionally based on individual differences in emotional, motor and attentional reactivity and self-regulation that demonstrates consistency across situations, as well as relative stability over time
o Refers to aspects of biological functioning, such as neural development and hormonal responding, that can be affected by the environment during the prenatal period and after birth

Question 19

Three types of infants

Answer 19

o Easy babies: adjusted readily to new situations, quickly established daily routines such as eating and sleeping and generally were more cheerful in mood and easy to calm 40%
o Difficult babies: were slow to adjust to new experiences, tended to react negatively and intensely to novel stimuli and events, and were irregular in their daily routines and bodily functions 10% (problems with adjustment in later life)
o Slow-to-warm-up babies: somewhat difficult at first but became easier over time as they had repeated contact with new objects, people and situations 15%

Question 20

Six dimensions of infants

Answer 20

o Fearful distress inhibition: distress and withdrawal, and their duration, in new situations
o Irritable distress: fussiness, anger and frustration especially if the chilf is not allowed to do what it wants to do
o Attention span and persistence: duration of orientating toward objects or events of interest
o Activity level: how much an infant moves
o Positive affect/approach: smiling and laughing, approach to people, degree of cooperativeness and manageability
o Rhythmicity: the regularity and predictability of the childs bodily functions such as eating and sleeping

Question 21

Emotional intelligence

Answer 21

a set of abilities that contribute to competence in the social and emotional domains (important to control emotions, manage frustration, emphasize and to get along with others)

Question 22

Regulation of emotion

Answer 22

is a complex process that involves initiating, inhibiting or modulating the following aspects:
o Internal feeling state (the subjective experience of emotion)
o Emotion related cognitions (e.g. thoughts about ones desire or goals; ones interpretation of an evocative situation; self-monitoring of emotional state)
o Emotion related physiological process (heart rate hormonal or other physiological reactions)
o Emotion related behaviour (actions of facial expression related to ones feelings)

Question 23

Three stages of developing emotional regulation

Answer 23

o The shift from caregiver regulation to self-regulation:
 Over the course of early years children start to distract themselves from the source of the negative emotion (1-2 years)
 Language prevents emotional outbursts
 Parents expect self-regulation, children start to adjust to that at an age of 9-12 months
 Compliance increases rapidly in the second year
o Use of cognitive strategies to control negative emotion
 Rethinking of goals or the meaning of events, helps children to avoid acting in ways that may be counterproductive
o The selction of appropriate regulatory strategies:
 Trying to find alternatives when one approach does not work (planning and problem solving skill)
 Distinction between controllable (homework) and not controllable (pain during medical procedures) stressors