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PSYC 304 > Week 10 - Emotions > Flashcards

Week 10 - Emotions Flashcards

1
Q

What are Emotions?

A

Transient states

(1) Behaviour
(2) Physiological response
(3) Subjective internal state

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2
Q

How is emotion shown through behavior?

A 
Facial expressions
Vocal cues (Pitch, Intensity, Speed)
Other behaviors (Freezing, Withdrawing, Laughing, Crying)
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3
Q

How is emotion shown through physiological responses?

A 
Autonomic nervous system (Sweat, Heart rate)
Startle:
• Response to a sudden, intense stimulus
• Tensing of back and neck muscles
• Eye blink
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4
Q

How is emotion shown through subjective experience?

A 
Person’s report of how they are feeling
• Positive and Negative Affect Scale
• Rate how often you have felt this way today from 1 (not at all) to 5 (very)
• Miserable Mad Afraid Scared Sad
• Joyful Cheerful Happy Lively Proud
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5
Q

Why Do We Have Emotions?

A
  • Functional approach
  • Mobilize and coordinate our response systems
  • Communicate our needs to others and shape interpersonal behaviors of others
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6
Q

How do we measure emotions in infancy?

A
  • Facial expressions
  • Vocal cues
  • Posture
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7
Q

Facial Action Coding System

A

Code movement of 44 facial muscles

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8
Q

What Emotions Do Infants Display?

A

Infants make facial expressions that correspond to discrete emotions
• But ….
• Untrained adults do not reliably differentiate among them
• Babies do not make these facial expressions in the expected situations

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9
Q

The Emotional Lives of Infants

A

Facial expressions of infants can be reliably coded
• By 6 months of age, infants show the basic emotions
• Joy, sadness, disgust, surprise, anger, fear
• Untrained adults do not differentiate among these negative facial expressions
• The vocalizations laughing and crying are linked to positive and negative affect

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10
Q

The Emotional Lives of Toddlers and Preschoolers

A

Tantrums are an expression of distress in toddlers and preschool-aged children
Acoustic properties of scream and yell differ from
those of whine and cry
• Scream/yell acoustically similar to adult anger (e.g, high pitch); Yelling, hitting, kicking: anger
• Whine/cry acoustically similar to adult sadness (e.g., lower pitch); Whining, crying, comfort seeking: sadness

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11
Q

Complex emotions in toddlers and preschoolers

A 
Differentiation of negative affect
• Emergence of complex emotions
Self-conscious thought
• Envy
• Simple embarrassment
Incorporation of rules and norms
• Complex embarrassment
• Shame
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12
Q

Pride and Shame in 3 yo

A
  • hard/easy puzzle study
    3-year-olds express shame and price under the same conditions as adults
    • Evaluation of task is necessary
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13
Q

Daily Experience of Affect During Adolescence

A

On average, positive affect decreases across adolescents

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14
Q

What Is Emotion Regulation?

A

Internal and external processes involved in initiating, maintaining, and modulating the occurrence, intensity, and expression of emotions

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15
Q

Internal Emotion Regulation

A
  • Cognitive re-appraisal
  • Suppression of behavioral signals of emotion
  • Distraction
  • Self-soothing
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16
Q

External Emotion Regulation

A

Co-regulation

17
Q

Emotion Regulation in Newborns

A

Newborns are completely dependent on caregivers for emotion regulation

18
Q

Emotion Regulation in 3 mo

A

Early self-soothing

19
Q

Emotion Regulation in 3-6 mo

A

Shift attention from a negative stimuli to a positive stimuli

20
Q

Emotion Regulation in 1 yo

A

More complex motor responses
• Retreat, reach, self-soothing
• Explicitly social signaling
• Recognize that others can help them and seek that out

21
Q

Emotion Regulation in 2 yo

A

Can use different strategies to manage affective states
• Can respond to caregiver directives
• Better language skills provide new opportunities

22
Q

Emotion Regulation During Adolescence

A

voluntary/involuntary engagement/disengagement

23
Q

Voluntary engagement

A
  • Problem-solving
  • Emotional expression
  • Cognitive reappraisal
24
Q

Involuntary engagement

A

Rumination

25
Q

Voluntary disengagement

A
  • denial

- avoidance

26
Q

Involuntary disengagement

A
  • escape

- cognitive interference

27
Q

What strategies did adolescents report using more to regulate emotion?

A

Reported using more voluntary engagement strategies than involuntary engagement and disengagement strategies

28
Q

How were strategies associated with current negative affect?

A

Disengagement and involuntary engagement predicted greater anger and sadness
No strategy was associated with decreased negative

29
Q

Emotional Recognition in Infancy (visual)

A

By 3 months of age, infants can tell when the same person is making a different emotional facial expression
• Between 4 and 6 months of age, may be able to discriminate facial expressions posed by different people
• In general, there is agreement that by 6 months of age, infants can discriminate facial expressions
• Less agreement about whether younger infants can do this

30
Q

Emotional Recognition in Infancy (auditory)

A

There is evidence that by 6-months-of-age, infants can discriminate between both facial and vocal expressions
• But …
• Evidence is not consistent
• These studies have not used “real” emotional expressions
• Discrimination is not recognition

31
Q

Peek-a-boo Study

A

suggest that 4-month-olds
• Discriminate facial expressions
• Recognize facial expressions

32
Q

Age difference in recognizing happiness

A
  1. No age differences in recognition at peak intensity
  2. No age differences in threshold (25%)
  3. 5-year-olds misidentified happiness more often than did adults, but 7-year-olds were adult like
33
Q

Age difference in recognizing anger

A
  1. No difference between age groups at 100% intensity
  2. All three groups of children had higher thresholds (24-28%) than adults did (21%)
  3. No age group differences in misidentification
34
Q

Age difference in recognizing sadness

A
  1. At 100%, 7-year-olds were less accurate than were adults
  2. 5- and 7-year-olds had a higher threshold to identify an
    emotion (42%) than did adults (31%)
  3. 7-year-olds made more misidentification errors than
    did adults
35
Q

Age difference in recognizing surprise

A
  1. 5-year-olds were less accurate than were adults at 100% intensity
  2. 5-year-olds had higher thresholds (35.2%) than did
    adults (20.2%)
  3. 5- and 7-year-olds made more misidentifications than did adults
36
Q

Which emotions are more difficult to recognize and which are easier?

A
  • Happiness, anger, and fear are easier

* Surprise, sadness, and disgust are harder

37
Q

When is recognition of facial expressions adult-like?

A

10- to 11-years-of-age
Variability across emotions
• Recognition of happiness, fear, and anger become adult-like between 5- to 7-years
• Sadness, surprise, and disgust become adult-like between 7- to 10-years

38
Q

When is recognition of vocal expression of emotion adult-like?

A

later than recognition of facial expressions
• 10- and 11-year-olds less accurate than adults at identifying angry, sad, fearful and vocal expressions
at 100% intensity
• Improvement from 8- to 17-years-of-age in recognition of vocal expressions of affect

39
Q

Vocal and semantic cues in emotion recognition

A
  • Between ages of 4- and 10-years, children show a semantic bias
  • Rely on what is being said, rather than how it is being said

PSYC 304 (13 decks)

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