Week 10 (Early/Middle childhood: social and moral) Flashcards

1
Q

▪ Match emotions on faces to
their labels
▪ Children’s emotion
understanding improves
gradually from age 4 – 7.
( E. Farina et al., 2027)

A

Emotional Matching tasks

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2
Q

The affective quality of an emotion as
“good” (positive) or “bad” (negative)

A

Emotional Valence

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3
Q

Emotional Arousal

A

Intensity/strength of an emotion
(physiological activity state)
Grow in understanding of
1. Emotions differ in arousal (angry vs. sad)
2. Emotions with similar arousal (sad vs. depressed)
3. Mixed emotions: feeling 2 or more emotions at the same time

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4
Q

Emotion vignettes

A

Stories used to test understanding of the causes and consequences of emotions (how, why, and outcomes)

(ie;)
1. 5-yr-olds: how a situation make
a character feel
2. Reason why emotion change
3. Predict outcomes

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5
Q

Emotional Understanding:
Causes and Dynamics of Emotion

A

Inferring emotions from events: happy > sad.
▪ 2 yr: happy, words for the basic emotions and causes
▪ 4-6 yr: identify negative emotions, explain causes of peers’ negative emotions
▪ 10 yr: mixed feelings (emotional ambivalence)

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6
Q

Real and False Emotions

A

▪ Matching Internal feelings vs. External expressions

3- to 4-years-olds
(50% correct).
5-year-olds
(80% correct)

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7
Q

initiating, inhibiting, or modulating internal feeling states and related physiological processes, cognitions, and behaviors

A

Emotional self-regulation

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8
Q

Cognitive Emotional self-regulation

A

Suppression or replacement

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9
Q

Behavior Emotional self-regulation

A

self-soothing or self-
distraction

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10
Q

Display rules

A

culture norms about when, where, and how much emotions should be expressed or masked

e.g., Verbal display rules > facial display rules

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11
Q

Self-regulation of
emotions may be
________ for young
children (Sulik et al., 2016)

A

Challenging

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12
Q

Delay of Gratification

A

Resisting an impulse to take an
immediately available reward in the
hope of obtaining a more-valued
reward in the future

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13
Q

Experiments that measure children’s
abilities to delay gratification and examples

A

Delay-of-gratification tasks
- E.g., Marshmallow task (Mischel
& Mischel, 1987)

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14
Q
  1. Why It is So Hard to Delay Gratification?
  2. Coping Strategies
A
  1. Hot system (impulsive and emotional) overrides cool system (rational)
  2. ▪ Coping strategies:
    ▪ 18-mo: angry; 3-yr: distraction, brief anger
    ▪ 4-yr: more such as distraction no anger; reframing
    ▪ Those chose positive strategies (e.g., fixing problems
    vs. emotional/suppression) were less likely to display
    depressive symptoms (Wong & Power, 2019)
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15
Q

In delaying gratification, the ____ system typically overpowers the ____ system

A

Hot system (impulsive and emotional)
overrides cool system (rational)

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16
Q

Which Researcher created the marshmellow test

A

Walter Mischel

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17
Q

Delayed Gratification
Makes for ___________

A

Better Prepared Children
- It is essential to self- regulate /control and ability to predicts adulthood socio- emotional and academic competence

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18
Q

The ability to modulate attention and inhibit behavior, including in stressful situations

A

Effortful control

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19
Q

Individual Differences in Temperament

A

▪ Children differ in their abilities to
regulate emotions:
o highly inhibited/shy children: high fear
o under-controlled children: high negative reactions
(little effortful control)
o well-regulated children: skilled (high effortful
control)

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20
Q
  1. Guilt is ____, while
  2. Shame is ____
A
  1. other focused
  2. Self focused
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21
Q
  1. Guilt and Shame results from ________
  2. Both have a ______
A
  1. Result from a violation of behavioral
    standard (Muris & Meesters, 2014)
  2. Gradual internalization
22
Q

▪ Expands between 5 and 11 yrs of age with
growing ability to reason about self and other
(Berti et al, 2000)
▪ Can be healthy (promote appropriate behaviors)
or maladaptive (Muris & Meesters, 2014)

A

Self-Conscious Emotions
(ie; embarassment, pride, guilt, shame)

23
Q
  1. “I am bad” = ____
  2. ” I have done something bad” = ____
A
  1. Shame
  2. Guilt
24
Q
  1. ____ is rooted in two sources of happiness: accomplishment (e.g., “A” grade) and outside recognition/acceptance (e.g., pleased teachers/parents).

Bonus: Is this a primary or secondary emotion

A
  1. Pride
  2. Secondary
25
Q

Arising from children’s positive evaluation of an achievement (related to positive and prosocial behaviors)

A

Authentic pride

26
Q

Arising from children’s attribution of an achievement to their overall greatness (related to antisocial and selfish actions)

A

Hubristic pride

27
Q

The Causes
& Consequences of Emotions

A

 Children gradually come to
appreciate the causes and
consequences of emotions:
many factors; emotional
fluctuation
◦ Certain situations may lead to
mixed emotions
◦ Counterfactual situations that lead
to ”relief and regret

28
Q

Test understanding that emotions depend on how reality compares to
alternative possible outcomes (Beck & Riggs, 2014)

A

Counterfactual emotion tasks

29
Q

Counterfactual emotion tasks throughout different ages

A

◦ 7-yrs: can judge regret, but difficult with relief
◦ 9-10-yrs: Understanding both regret and relief and
develop strategies to cope future disappointments
(Guttentag & Ferrell, 2004)
◦ 12-yrs > 8-yrs: counterfactual consoling (e.g., It could be
worse) (Payir & Guttentag, 2016)

30
Q

Strategies to hide authentic feelings or change emotional expressions to fit a situation

A

Display rules

31
Q
  1. 4 Types of Display Rules (Ekman & Friesen, 1969)
  2. How are display rules tested?
A
      • Intensification
    • Minimization
    • Neutralization
    • Substitution
  1. Emotion Vignettes
32
Q

TOM understanding that it is possible to have a false belief about someone
else’s belief (e.g., Miller, 2009)

A

Second-order false belief

33
Q

TOM contributes to distinguishing
________
transgressions (Fu et al., 2014)

A

intentional vs. accidental

34
Q

Theory of Mind (TOM) & Moral Reasoning

A

Social Information Processing
Theory (Dodge, 1986)

35
Q

the management or
modification of a specific problem or situation

A

Situation-centered coping

36
Q

the regulation of emotional
reactions to a problem/situation (Lazarus & Lazarus, 1994)

A

Emotional coping / emotional regulation

37
Q

Emotional Self-efficacy

A

The feeling of being in
control, able to handle emotional challenges

38
Q

Children who do not effectively use coping strategies
may show ____________ behaviors

A

internalizing or externalizing

39
Q

Internalizing

A

Problem behaviors directed
inwards (e.g., suppressing feelings inside), and
may develop into anxiety or depression

40
Q

Externalizing

A

Problem behaviors directed
to the external environment (e.g., acting out in
unacceptable ways), may develop into
aggression and other problematic behaviors
such as disobeying rules, and destroying
property.

41
Q

Emotion Coaching

A

positive socialization of children’s emotions (e.g., validate feelings and
support positive coping)

42
Q

conversations about feelings
and mental states (e.g., Brown & Dunn, 1996)

A

Emotion Talk

43
Q

Parenting Context (Early)

A
  • Children have sensitive responses to emotions
  • Insensitive responses: dismissive of emotions; harsh punishment/criticism
  • Mental state talk buffer emotional development and reduce externalizing or internalizing problems of adopted children (Tarullo et al., 2006)
44
Q

dismissive of emotions; harsh punishment/criticism

A

Insensitive responses

45
Q

Sibling Context (Early)

A
  • Sibling relationships and interactions facilitate emotional
    understanding and emotional support (e.g., Hughes et al., 2019)
  • Poor sibling relationships are associated with externalizing and internalizing problems (Buist et al., 2013)
46
Q

Family Context (Middle)

A

 Parent context
Parents as models
◦ Emotion coaching: talking about emotions and offering helpful coping strategies
(Gottman et al., 1996)
◦ Physical punishment and maltreatment (e.g., abuse or neglect) result in negative
outcomes (Gershoff & Grogan-Kaylor, 2016)
 Sibling context: sibling relationship quality matters

47
Q

School Context (Early)

A

 Positive teacher-child interactions and high-quality curricula support emotional development

 Programs designed to support emotional learning
in young children from impoverished backgrounds = largely beter socio-economic and life outcomes

48
Q

Peer Context (Middle)

A

 Peers can positively influence children’s emotional development

◦ E.g., close friends support one another and distract them from overthinking negative experiences (e.g., Denham, 2007)

◦ Peers conflict can provide a platform for learning how to resolve disagreements

49
Q

Cultural Context (Early)

A

**Cultural values shape children’s emotional growth
**
 Chinese collectivism culture vs. North American individualism culture in emotional display: modest, humility, and self-restraint vs. openness in self-expression of feelings.

 Emotional regulation: Nso > German 4-yr-olds: delay gratification

50
Q

Cultural Context (Middle)

A

 Cultures differ on the interpretation of specific emotions and
expectations/norms around emotional expression

European Americans: pride represents a person’s accomplishments; shame is harmful for wellbeing.

Asian cultures: pride is seen as not desirable and against humility and
interdependence values; shame fosters social engagement and conformity
(Mesquita & Karasawa, 2004