week 7 Flashcards
emotions
- neural and physiological responses to environment, subjective feelings and cognitions related to those feelings, and the desire to take action
components of emotion
- neural
- physiological
- subjective feelings
- emotional expressions
- desire to act
discrete emotions theory
emotions
- innate and discrete from one another very early in life
- packaged with a specific and distinctive set of bodily and facial reactions
emotional states and responses
- certain basic emotional states innate to species and similar across all peoples
- responses largely automatic and not cognition based
functional perspective of emotions
- promote action towards achieving goal
- manage relationship between self and environment
- occurs most often at a subconscious level in children and adults
emergence of emotions
happines
- smiling, starts infancy
- social smiles, 3 months, directed towards people, promotes social interaction and relationships
- laughter, 3-4 months, strengthens parent-child relationship
- expression of happiness, grows during the first year, parental humour cues influential at 5 months
- preschool, humour in words, language development
emergence of emotions
fear
- recognition in other people’s faces at 7 months
- not scared of strangers at 4 months, scared at 8
emergence of emotions
anger
- adaptive response to frustrating or threatening situations/ self-defense
emergence of emotions
sadness
- adaptive, draws attention and support from caregiver
emergence of emotions
disgust
- opening mouth and sticking out tongue
- evolutionary basis, avoid potential poisons/bacteria
- learned from adult behaviour
self conscious emotions
- sense of self, consciousness of others’ reactions to us
- guilt, shame, embarrassment, pride
- requires sense of self as separate from other people
self conscious emotions
guilt
- empathy for others
- feelings of remorse and regret about past behaviour
- desire to undo the consequences of that behaviour
social referencing
- using a parent or other adults facial expression/vocal cues to decide how to deal with novel/ambiguous/threatening situations
emotional intelligence
- cognitive processing and understanding one’s owns emotions and emotions of others
display rules
- social group’s informal norms about when/where/how much one should show emotions
understanding real and false emotions
- age 3, improves by age 5
- growing understanding of display rules
development of emotional regulation definition
- conscious and unconscious processes
- used to monitor and modulate emotional experiences and expressions
- develops gradually over childhood
- paves the way for success in social interactions and academic settings
development of emotional regulation
co-regulation
- process by which a caregiver provides the needed comfort or distraction to help a child reduce his/her distress
- external process
development of emotional regulation
self comforting behaviours
- repetitive actions that regulate arousal by providing a mildly positive physical sensation
development of emotional regulation
self distraction
- looking away from an upsetting stimulus to regulate one’s level of arousal
- improvements due to maturation of neurological systems
social competence
- ability to achieve personal goals in social interactions while still maintaining positive relationships with others
role of family in emotional development
- family main environment of children during early developmental stages
- children’s emotions developed by parents’ emotion socialization
responding to emotions influenced by
- quality of parent-child relationships
- parents’ emotional expression
parents’ reactions to children’s emotions
- teaching display rules
temperament
- individual differences in emotion, activity level and attention
- consistency across situations, relative stability over time
- present from infancy
- genetically based
- influenced by environment
temperament
thomas and chess
- infant classification into 3 groups
easy babies
- adjust easily to new situations, quick to establish daily routines , generally cheerful, easy to calm
difficult babies
- slow to adjust to new experiences, react negatively and intensely to events, irregular daily routines and bodily functions
slow to warm up babies
- somewhat difficult at first, easier over time with repeated contact with new objects, people and situations
infant behaviour questionnaire
LABTAB
- Laboratory Temperament Assessment Battery
- assess temperament, measure individual differences in emotional and behavioral responses across a range of controlled situations.• Structured Tasks: Children are placed in different scenarios designed to elicit specific emotional and temperamental responses, such as joy, fear, frustration, or interest.
• Observation of Reactions: Researchers record facial expressions, vocalizations, body language, and physiological responses.
• Standardized Assessment: Because LAB-TAB follows a set protocol, it allows for consistent comparisons across children and studies.
Key Domains Measured
• Fearfulness (e.g., encountering a strange object or person)
• Anger/Frustration (e.g., being given an unsolvable task)
• Approach/Interest (e.g., engaging with a new toy)
• Joy (e.g., playing a fun game like peek-a-boo)
Why It’s Useful
LAB-TAB helps researchers understand how early temperament develops and how it might relate to later personality, social behavior, and even mental health outcomes. Because temperament is thought to have a biological basis, LAB-TAB provides a standardized way to measure it beyond parent reports or questionnaires
determinants of temperment
temperament
goodness of fit
differential susceptibility
mental health
stress
internalizing mental disorders
depression
rumination
co-rumination
anxiety
treatment of internalizing mental disorders
surprise
- emotional reaction to sudden unexpected event, involves cognitive understanding
self-conscious emotions
shame
- not related to concern about others, self focused
- personal failure
identifying the emotions of others
- around age 2
- environmental influence, violence/ without trusted adults = heightened awareness of emotional cues of conflict
within person approach to temperament LABTAB
- mary rothbart
- characterizes every child across the dimensions
five key dimensions
fear
distress/anger/frustration
attention span
activity level
smiling/laughter
