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Psych 211 - Developmental Psychology > Unit 10 - Emotional Development > Flashcards

Unit 10 - Emotional Development Flashcards

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1
Q

emotions

A

changes in: neural activity, physiological state, subjective experience, expressions reflecting one’s internal experience, thoughts, motivations, actions

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2
Q

do you feel or think about your emotions first?

A

we feel the affect on our physiological state before it enter our cognition to determine what that emotion is

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3
Q

discrete emotion theory

A
  • basic emotions and their expressions are innate products of evolution
  • each has a unique psychobiological basis and found across all cultures
  • paul ekman
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4
Q

functionalist perspective on where emotions come from

A
  • emotions are goal-oriented and accordingly vary by social context
  • does not draw hard distinctions between emotions and their roots
  • Lisa Feldman barret
  • still evolving theory
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5
Q

what are the 6 basic emotions?

A
  • anger
  • happy
  • fear
  • sadness
  • surprise
  • disgust
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6
Q

happiness

A

expression: smiling, rasing cheeks, squinting eyes

first signs: in the first month, babies can start to smile in the REM sleep, this decreases with age

  • between 3-8 weeks, smile response in a range of stimuli (social smiling)
  • by 7 months, familiarity plays a role, smile at people hey normally see but not so much with strangers
  • by age 1, kids can find pleasure in funny noise, appearances, language, behaviuor
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7
Q

fear

A

expression: mouth open or closed (corners are pulled backwards and down), eyes are wide open, middle eyebrow raised

first signs: little evidence in first few month (sensory systems are still developing), rely on adults to keep them safe

  • develop stranger anxiety around 7-8months, will continue to intensify until year 2
  • lots of variability in fearfulness (individual differences and contextual factors)
  • necessary for survival (evolutionary perspective)
  • develop separation anxiety (distress when one is separated from the figure of attachment), shown to increase between 8 to 15 months
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8
Q

anger

A

expression: furrowed brows, flared nostrils, square mouth, baring teeth

first signs: hard to pinpoint (can be mixed with sadness), better to use distress as the signal to say that something is wrong

  • by 4 months, anger can be clearly evoked (study with baby and interrupting their goal of reaching for the toy)
  • react with anger peaks between 18-24 months and has a general decline from age 3 onwards due to language skills increased, understanding others pov, and sensitivity to social norms
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9
Q

sadness

A

expression: downturned corners of mouth, lips pushed together, slightly furrowed brow

first signs: some signs in early infancy but hard to distinguish from anger (distress), starts to become evident when not being shown care
- study with toy being taken away, when they look towards their mother, most children showed sadness to elicit social support

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10
Q

surprise (something unpredictable has occurred)

A

expression: eyes wide open, arched eyebrows, mouths in O shape

first signs:
- not the same thing as the startled response, which is more of a reflex (attention-grabbing stimulus), present at birth
- when something defies your expectations, you are surprised (not a relfex), challenge to expectations< emerges over 6 months

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11
Q

disgust

A

expression: nose crinkled, nostrils flared, mouth open and lips pulled back
- important as it promotes us from avoiding things that might make up sick (avoid this)
- study with just birhted babies a sour and sweet solution to suck on, they show obvious difference in expression
- begin calling things yucky.gross early in toddlerhood
- before age 9, they often confuse disgust with anger

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12
Q

self0consciuos emotions

A

emotions related to one’s senstivity to the perception and reactions fo others and one’s perception of oneself (guilty, shame and shyness)

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13
Q

guilt

A
  • focused specifically on one’s actions and thier consequences for others
  • feelings of remorse, regret, empathy for other
  • associated with attempts to remedy the situation
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14
Q

shame

A
  • focused more broadly on one’s feeling of self-worth, inherent value
  • feelings of being a failure, exposed, needing to hide
  • associated with social avoidance, withdrawal, not making amends
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15
Q

guilt and shame in kids

A
  • guilt increases from 2nd to 3rd year
  • promote feeling guilt vs shame by focusing on behaviour not traits, guiding empathy to repair, avoiding humiliation
  • cultural difference in shame and guilty
  • more guilt is shown to have fewer behaviours in the future
  • more shame is shown to lead to more risky behaviuors
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16
Q

shyness

A

fear, discomfort, and reticence when faced with new social situations and the potential for social evaluation
- conflict between social approach and social avoidance motivations
- starts to emerge in early middle childhood
- strong predictor of later social anxiety

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17
Q

temperament

A

the root of shyness in biology and genetics

18
Q

how do children understand others emotions?

A

by 3 months, infants are able to distinguish happiness, surprise and anger in others by doing habituation studies

19
Q

how do infants learn from others emotions?

A
  • two age groups: 12 months and 16 months
  • paired toys with videos of people expressing emotions
  • when given the chance to choose a toy, 12-month-olds had no preference but 16-month-olds were more likely to choose the toys that were associated with happiness/surprise
20
Q

social referencing

A

using facial expressions and vocal cues from others to learn how to respond to new, ambiguous, or maybe threatening situations

21
Q

when can children label emotions?

A
  • happiness by age 2
  • anger, sadness, and fear are by age 3
  • surprise and disgust is later in school year
22
Q

emotional intelligence

A

ability to process information about emotions and to use the info to guide one’s thoughts and behaviours
- emotion identification
- understand why people experience emotions
- essential for effective emotion regulation

23
Q

emotion socialization

A

acquiring the values, standards, skills, knowledge, and behaviours that are regarded as appropriate in one;s culture

24
Q

how does how a parents respond to their child emotions affect them?

A

responding to a children’s expression of engative emotions with anger, mockery or dismissiveness is associated with:
- lower social competence
- lower sympathy
- poor stress management
- problems with aggression

reliable, supportive responding is associated with positive outcomes:
- social competence
- school success

25
Q

why is exposure to emotion language important?

A
  • more use by mother in first few years of life with promote between emotion understanding at age 6
26
Q

emotion coaching

A
  • discussing meotions with kids
  • providing tips on how to cope with them
  • related to higher social competence and empathy
  • lower risk for depression
27
Q

emotion regulation

A

a set of conscious and unconscious processes used to monitor and modulate emotional experiences and expressions
- newborns experience negative emotions but the only thing they know how to do is cry to signal distress

Co-regulation: emotion regulation that is facilitated by an interaction with a caregiver

28
Q

emotion regluating behaviuors in infants

A
  1. self-soothing: repetitive actions to regulate arousal by giving mild positive physical sensation (thumb-sucking), will decrease over first year
  2. self-distraction: looking away from upsetting stimuli to reduce arousal, increases over first year
  3. communicating about emotions with others
29
Q

emotion regulation is early childhood

A
  • increasing with age, children start to develop self-control skills
  • ability to inhibit negative bahviuors
  • ability to inhibit positive emotions

Marshmallow Test
- looking at children delay of ratification
- choice between small immediate reward and a larger reward later on
- able to delay reward as the delayed rewards increased or the time they need to wait decrease, as they get older they are able to delay gratification and chose self-control
-kids have lot of difference variability in how they regulate their temptations (exposure, distraction,etc.)
- kids had the choice to have the reward covered or uncovered (3rd to 6th graders would rather cover it up as they knew about their desire to self-regulate)

30
Q

temperament

A

individual differences in emotion, activity elvels, and attention; exhibited in a wide variety of context
- emerge in infancy and thought to be rooted in biology

31
Q

what is the origin of temperament

A
  • thomas and chess
  • interviewed parents about their babies pattern of behaviour
  • asked about stability of mood, reactions to new people/situations, regularity of their schedules, attention span/curiosity
  • 3 categories of babies
  • between-subjects approach
32
Q

what are the 3 categories of babies in Thomas & Chess’s study?

A

Easy babies: highly adaptable, adjust quickly, show interest to novelty, quick to establish routines, cheerful, regulated, flexible, 40%

difficult babies: withdraw, hard time adapting, intense negative negative response to novelty, irregular in daily routines, fussy, emotional, irritable, cry more, 10%

slow-to-warm-up babies: withdrawn at first but warm up and adapt over time, wary of novelty but lower intensity, fairly regular in routines, low energy, shyer, not so cheery, 15%

33
Q

what are the different appraoch to temperament by Rothbart?

A
  • proposed a within-subjects approach
  • wanting to look at many characteristics within a child
  • breaking down temperament into several continuous dimensions
  • 5 central dimensions at infancy but as you age, there are more dimensions added to your temperament (ex.shyness)
  • 3 broad factors
34
Q

what are the 5 central dimensions of infant temperament?

A
  1. fear
  2. distress at limitations
  3. attention span
  4. activity level
  5. smiling and laughter
35
Q

what are the 3 broad factors of temperament from Rothbart?

A
  1. surgency: a tendency toward positive emotions, seeking stimulation and high activity levels
    - high surgency: lots of positive emotions, enjoys physical activities, initiates social activities
  2. negative affectivity: a tendency toward negative emotions and difficulty settling down when aroused, NOT THE OPPOSITE OF SURGENCY
    - high negative affectivity: quick to sadness, many fears, frustrated when goals are interrupted, hard to soothe when upset
  3. effortful control: the ability to focus and shift attention, inhibit impulses, and cope with low-intensity, complex and new activities
    - high effortful control: resist temptations, remain attentive and content in low-stimulation, persevere through tough tasks, self-soothe when distressed, good self-regulators
36
Q

how does temperament adapt over time?

A
  • quite consistent over the course of development
  • strongly influenced by genetics
  • but still is plenty of room for growth and change
37
Q

goodness of fit

A

the degree to which one’s temperament is compatible with the demands and expectations of one’s social environment

38
Q

differential susceptibility

A

the same temperament that puts some kids at risk in negative conditions might cause them to excel in positive conditions
- dandelions do well anywhere but in high-risk environments
- orchids will flourish under supportive conditions but can struggle under difficult conditions

39
Q

mental health

A

chdilren’s senes of psychological well-being
- internally: emotions and stress levels
- externally: in relationships with family and peers

40
Q

stress

A

a physiological reaction to some change or threat in the environment
- evolved to help us survive immediately threats to out lives or well-being

41
Q

toxic stress in childhood

A

the experience of overwhelming sustained levels of stress without support from adults to mitigate its effects
- results in long-lasting structural and physiological changes to the brain

sources: maltreatment, poverty, societal events

42
Q

Adverse Childhood Experiences (ACEs)

A

traumatic childhood experiences linked to mental and physical health problems later in life

study:
- looked at the relationship between ACe and mental health
- the more ACE that a person experiences, the more likely they are to suffer from things such as depression, substance abuse, cancer, heart disease, income, school success, etc.

Psych 211 - Developmental Psychology (12 decks)

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